Value Education: Prospects and Challenges

“What we are today is the result of what we valued yesterday…..What we will be tomorrow will be the result of what we value today...”    Swami Vivekananda

Students on today's campuses encounter a variety of complex situations for which they are often ill-prepared by experience or individual development. The relationship between students' attitudes and values and the environment that supports or challenges them stands as a dynamic dialectic of confirmation and rejection that affects the ethical positions and choices of both the individual and the institution.

The distinctive nature of the institutional ethos affects the values and interests manifested in the campus climate and the overall effect of the college experience on the student. Value education should promote lively discussion and thoughtful reflection that leads readers to explore further values as part of academics and in society, the community, and one’s individual life. The process of value education involves clarifying, modeling, teaching, and asking students to role model values, and to apply them in their educational, personal, and professional lives.

1. Values:

         Values are defined in literature as everything from eternal ideas to behavioral actions.
         Criteria for determining levels of goodness, worth or beauty.

1.1 Objectives of Values Education:

The objectives of values education depend on the people who claim to be doing the values education. Religious people will want to impart their specific set of values. People with a particular social perspective (socialist or capitalist) will want to impart socialist or capitalist values. However, there is a growing realisation that the underlying purpose of values education is to help people to behave more responsibly.

1.2 Classification of Values:

         Personal Values:
         Social Values:
         Cultural Values:
         Spiritual Values:
         National values:
         Family values:
         Universal Values:

1.3 Why Identify and Establish Your Values?

         You demonstrate and model your values in action in your personal and work behaviors, decision making, contribution, and interpersonal interaction.
         You use your values to make decisions about priorities in your daily work and home life.
         Your goals and life purpose are grounded in your values.

1.4 Inculcation of Values through Education:

“Thinking with love is truth, Feeling with love is peace, Acting with love is right conduct, Understanding with love is non-violence” -Sathya Sai 

1.5 The following five values are necessary for students:

         Right Conduct

2. Values Education:

Values education is an explicit attempt to teach about values and/or valuing.

  • Inculcation
  • Moral development
  • Analysis
  • Values clarification
  • Action learning


         Instill or internalize
          Change the values of students to more nearly reflect certain desired values

          Positive and negative reinforcement
          Manipulate alternatives
          Games and simulations
          Role playing

Moral development

•Help students develop more complex moral reasoning patterns Urge students to discuss the reasons for their value choices and positions

               Moral dilemma episodes with   small-group discussion
               Relatively structured and argumentative without necessarily                                                              coming to a "right" answer 


         Help students use logical thinking and scientific investigation
          Help students use rational, analytical processes

         Structured rational discussion that demands application of reasons as                                                              well as evidence
          Testing principles
         Analyzing analogous cases
          Research and debate

Values clarification

         Help students become aware of and identify own values
          Help students communicate openly and  honestly
          Use both rational thinking and 
Emotional awareness

         Role-playing games  Simulations
          Contrived or real value 
             laden situations
          In-depth self-analysis exercises
          Sensitivity activities
          Small group discussions 

Action learning

         Purposes listed for analysis and values clarification
          Provide opportunities for personal and social action
          Encourage students to view selves as interactive beings

         Methods listed for analysis and values clarification
          Projects within school and community practice
          Skill practice in group organizing and interpersonal relations

Education can never be value-free, and in the absence of any free discussion on values, the default value system of the society, viz. unbridled hedonism, is being willy-nilly passed on to the young generation. However there is a need for great care in imparting such education, it should never become didactic, prescribing some dos’ and don’ts on the grounds of some moral authority. It is necessary to explain the students the rationale behind the universal human values.

3. India: The Emerging Superpower:

“India an emerging Asian superpower. From high technology to the creative arts, India is rapidly becoming a global player.” -   Dr. A. P. J Abdul Kalam’s dream 

3.1 Fast Developing Economy:

According to World Bank India is now in top 10 economies of the world.
"We will be investing one of our biggest amounts in the Indian market this year and a part of the investment will be used for developing new products and technologies." Stefano Pelle, MD, Perfetti Van Melle

"India's unprecedented economic growth over the past decade makes it an attractive prospect for companies seeking new markets for their products and services..."Bertie Ahern, Prime Minister, Ireland

3.2 Significant Progress in the IT Sector, Health Services:

India finally has started acting as the technology superpower in the “new world” where countries become superpower by virtue of technical strength and capability and not colonial wealth!

Growth of the Health Sector in India:
The health sector in India is on a roll. The purchasing power of the Indian middle class is rising very rapidly. So they can afford quality healthcare. It is estimated that by 2012 the health care sector will rise up to US$40 billion.

Achievements of the Health Sector:
Following facts makes it clear that the Indian health sector has not only attained high success rates, but is also credible: Indian specialists have performed over 5 lakh complex surgeries such as cardio-thoracic, neurological and cancer. The success attained in these surgeries is at par with international standards.
The success of cardiac bypass in India is 98.7%, higher than that of the USA.
The success rate of renal transplants is also 95%.

3.3 We are Proud to be Indians:

Sāre jahāñ se achchā hindostāñ hamārā

1.      There are 3.22 Million Indians in America. 

      38% of Doctors in America are Indians.
     12% of Scientists in America are Indians.
     36% of NASA employees are Indians.
     34% of MICROSOFT employees are Indians.
     28% of IBM employees are Indians.
    17% of INTEL employees are Indians.
    13% of XEROX employees are Indians.

You may know some of these facts. These facts were recently published in a German Magazine, which deals with


"We owe a lot to the Indians, who taught us how to count, without which no worthwhile scientific discovery could have been made" --Albert Einstein.

"India is the cradle of the human race, the birthplace of human speech, the mother of history, the grandmother of legend and the great grand mother of tradition" --Mark Twain.

         Indian Railways is the largest railway network in the world under single management.
         India has the third-largest army in the world, nearly 1.5 million strong.
         India is the largest producer and consumer of tea in the world, accounting for more than 30% of global production and 25% of consumption.
         India is the world’s premier center for diamond cutting and polishing. Nine out of every 10 stones sold in the world pass through India.
         India has the highest number of annual bulk drugs filings (77) with USFDA.
         Indians are the richest immigrant class in the US, with nearly 200,000 millionaires.
India is ranked the sixth country in the world in terms of satellite launches.
         There are over 70,000 bank branches in India - among the highest in the world.
         The number of companies listed on the Bombay Stock Exchange, at more than 6,000, is second only to NYSE.
         Four out of 10 Silicon Valley startups are run by Indians.
         With 800 movies per year, India’s film industry overshadows Hollywood.
         The organized lottery market in India is US$7bn (2% of GDP).
         India consumes a fifth of the world’s gold output.
         Indians account for 45% of H1-B visas issued by the US every year.
         Growing at 6%, in 25 years Indian GDP (on a PPP basis) will be at the same level the US is at today.
         Six Indian ladies have won Miss Universe/Miss World titles over the past 10 years. No other country has won more than twice.
         India is home to the largest number of pharmaceutical plants (61) approved by USFDA outside the US.
         India’s Hero Honda is the world’s largest motorcycle manufacturer, with 2002 production of 1.7m units.
         Other than US and Japan, India is the only country to have built a super computer indigenously.
         Indian Railways is the largest employer in the world, with a staff of 1.6 million people.
         It is the second-largest cement-producing country in the world, producing more than 110m tonnes.
         Of the Fortune 500 companies, 220 outsource their software-related work to India.
         There are 8,500 Indian restaurants in the UK, 15% of the country’s total dining-out establishments.
         India is the largest democracy in the world, with nearly 400m voting in the last national elections.
         India has the second-largest pool of scientists and engineers in the world. 24* India has the third-largest investor base in the world.

4. Higher Education in India: Unaddressed Concerns:

India is one of the fastest growing Economies today. Its dominance in the services sector has been acknowledged world over. While this scenario seems to be heartening, there are several concerns related to education, which seems to have gone unaddressed. “We seem to be passing through a crisis of values in our social and political life which gives special urges to his question of values of education. It is commonly deplored that crime, violence, cruelty, indifference to human values, greed and spite has spread to all aspects of our life including the education sector. Altruism, selfless service to fellow human beings and idealism are things of the past. Sensitivity to the beauty in art, literature, nature and life in general are very much on the decline. Lack of social cohesion, national disintegration has become patently manifest and our democratic social order is under sever stress. Social tension, unrest, prejudices and complexes transmitted through the social environment vitiate the quality of life. Narrow castiest regional, linguistic and communal platforms divide the people as never before” Reddy and Sharma 2003

The primary function of education is no longer the building of character or the promotion of moral order , but the emphasis has shifted to the promotion of skills, technical know how and technology for material progress.
Keeping this in view, one of the conclusions of the UGC golden jubilee seminar on ‘Promotion of Value Education and Ethics’ was the “Affirmation that human values should permeate and inform teaching in all branches of knowledge and all subjects” (University Grants Commission Seminar, 2003)

4.1 Corruption:

“The earth has enough for every man's need, but not for every man's greed.”                                                      Mahatma Gandhi

Corruption is widespread in India. India is ranked 85 out of a 179 countries in Transparency International’s Corruption Perceptions Index, although its score has improved consistently from 2.7 in 2002 to 3.4 in 2008.Corruption has taken the role of a pervasive aspect of Indian politics and bureaucracy. The chief economic consequences of corruption are the loss to the exchequer, an unhealthy climate for investment and an increase in the cost of government-subsidized services. India still ranks in the bottom quartile of developing nations in terms of the ease of doing business, and compared to China and other lower developed Asian nations, the average time taken to secure the clearances for a startup or to invoke bankruptcy is much greater.

4.2 Poverty/Illiteracy:

         “Think about it: Every educated person is not rich, but almost every education person has a job and a way out of poverty. So education is a fundamental solution to poverty.” Governor Kathleen Blanco

         "Education makes a people easy to lead, but difficult to drive; easy to govern but impossible to enslave." -- Baron Henry Peter Brougham

         it is inconceivable that poverty eradication can make much headway in the absence of major advances in literacy. -- Koïchiro Matsuura, UNESCO Director-General

         Even more than 50 years after independence from almost two centuries of British rule, large scale poverty remains the most shameful blot on the face of India.
         India still has the world’s largest number of poor people in a single country. Of its nearly 1 billion inhabitants, an estimated 350-400 million are below the poverty line, 75 per cent of them in the rural areas.
         More than 40 per cent of the population is illiterate, with women, tribal and scheduled castes particularly affected.

Poverty alleviation is expected to make better progress in the next 50 years than in the past, as a trickle-down effect of the growing middle class. Increasing stress on education, reservation of seats in government jobs and the increasing empowerment of women and the economically weaker sections of society, are also expected to contribute to the alleviation of poverty.

4.3 Violence and Terrorism:

“The world has achieved brilliance without wisdom, power without conscious. Ours is a world of nuclear giants and ethical infants. We know more about war than we know about peace, more about killing than we know about living.”  -  Louise Pischer

Terrorism is violence or threatened violence against people and property to coerce or intimidate governments or societies to achieve political, religious or ideological purposes, in fact all such violence should be treated as terrorism.

An eye for eye only ends up making the whole world blind.” ~ Mahatma Gandhi

While terrorism is a specific threat in other democracies, in India it is part of our present political culture. In these circumstances it is difficult to expect terrorism of the Jaipur, Bombay, Hyderabad type to be overcome before the country is able to cleanse our parliament of the scourge and to a significant extent our electoral process. But there is not even adequate awareness in the country about the nature of terrorism that is afflicting the country.

4.4 Communal harmony and National integration:

 “Many religions, one Nation from Kashmir to Kanyakumary, we are 0ne”

4.5 Caste and Religion based politics:

Undoubtedly, India is a religion-ridden nation. Our minds and souls are yoked by one or the other religion(s). From womb to tomb, all our ceremonies start and end with some religion-laced activity. This religion-caste syndrome is deep into our blood and spirit. Even after death, it keeps us circumventing around the Swarg-Narak (heaven-hell) whirlpool.

In reality, religion divides but its teachings lessons us to unite. Every religious book teaches brotherhood ness and humanity. Unfortunately, no one cites for the real meaning of the lessons being articulated by our great Gurus and enlightened teachers. 

4.6 Seven Sins according to Mahatma Gandhi:

1.   Wealth without Work - Refers to bribery, corruption, black marketing & financial evils around us today.
2.   Pleasure without Conscience - Our conscious dictates what is right and wrong. Pleasures need to be regulated & filtered through our conscious and sense of responsibility.
3.  Science without Humanity - If science and technology were used for the benefit of mankind that would make this world a better place to live in.
4. Knowledge without Character- Along with knowledge we must cultivate basic human qualities, like – fairness, kindness, dignity, fellow-feeling and dignity.
5. Politics without Principle - If there is no principle (in politics), there is no true worth, nothing you can depend on.
6. Commerce without Morality - Business must be based on trust and collaboration along with win-win
7. Worship without Sacrifice - Every religion advocates primordial virtue and sacrifice. Selfishness is
    the root cause of all evil.

5. India of my Dream, Mahatma Gandhi:

I shall work for an India in which the poorest shall feel that it is their country, in whose making they have an effective voice, an India in which there shall be no high class and low class of people; an India in which all communities shall live in perfect harmony. There can be no room in such an India for the curse of untouchability, or the curse of intoxicating drinks and drugs. Women will enjoy the same rights as men. We shall be at peace with all the rest of the world. This is the India of my dreams.
"I will give you a talisman. Whenever you are in doubt or when the self becomes too much with you, apply the following test: Recall the face of the poorest and weakest man you have seen and ask yourself if the step you contemplate is going to be of any use to him. Will he gain anything by it? Will it restore him to a control over his own life and destiny? In other words, will it lead to Swaraj for the hungry and spiritually starving millions? Then you will find your doubts and your self melting away."  Mahatma Gandhi

5.1 Preamble of the Constitution:

WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens: JUSTICE, social, economic and political;
LIBERTY of thought, expression, belief, faith and worship;
EQUALITY of status and of opportunity;
and to promote among them all
FRATERNITY assuring the dignity of the individual and the unity and integrity of the Nation;

6. Value Education: The Need of the Hour:

Educational institutions should give more importance to value based education rather than preparing the students to get more marks in examinations. Education should mould the personality of an individual. Education should be a light of knowledge which should lead the world in a right path. Those who get education should also turn towards their native villages and improve it, else it would be a waste, he stated.
Professor N Nanjundappa, Principal of National PU College and economist
“Excess of knowledge and power, without holiness, makes human beings devils.” - Swami Vivekananda
“They alone live who live for others, the rest are more dead than alive” - Swami Vivekananda
“We want that Education by which character is formed, strength of mind is increased, the intellect is expanded, and by which one can stand on one’s own feet” Swami Vivekananda
"If a man carefully cultivates values in his conduct, he may still err a little but he won't be far from the standard of truth." Confucius
“Education without values, as useful as it is, seems rather to make man a cleverer devil.”  C.S. Lewis

6.1 Education to discover the Power in the Wings & Strength in your Roots:

Education has always been concerned with broader sense of humanity, quality of human life and human excellence. Asian philosophers and religious leaders gave paramount importance to virtues. Confucius taught his disciples the concept of jen, signifying love, compassion and virtue, supreme moral achievement and character. Similarly, Buddha sought enlightment and taught his disciples the four noble truths and the eight-fold/Path of Virtue. Aristotle had classified values into two kinds: intellectual and moral. He described the basic qualities that make a person good are – Wisdom, understanding, Temperance and Prudence.
The 1990 Jomtien Declaration of Education for All (EFA) defined basic education as the fundamental knowledge, values and attitudes, skills and competencies needed for an individual to survive, to live and work in dignity, and to continue learning.

Imparting Values through Education

Concerning moral values, attempts have been made to identify the values of moral education.  The National Institute of Educational Research of Japan has done a commendable job in this regard.  Drawing upon the deliberations of six regional workshops with UNESCO, it has figured out a case of twelve moral values (Sharma (1995)).  These are: Caring for others; Concern for the welfare of the society, nation and the international community; concern for the environment; concern for cultural heritage; self-esteem and self reliance; social responsibility; spirituality; peaceful conflict resolution; equality; justice; truth and freedom.

One of the ways to impart values through education is to design a course on human values and make it a part of the curriculum.

7. Different Values:

“We are heirs to all the good thoughts of the Universe, if we open ourselves to them” – Swami Vivekananda

Value Education: Some Priority Areas

1. Education for Peace
         Communal harmony
         National Integration
2. Respect for life
         Fundamental sacredness of life
         Preventing loss of life.
3. Justice
         Direct involvement in the cause of justice
         Becoming agents of social change
   The debt owed by the educated to the majority (who are poor), on whose work our opportunities depend.
4.   Issues of Women
         Change of attitudes towards women
         Restoring their rightful place in society
5.   Job-Oriented Education
         Education for self-employment
         Employment that will generate jobs for others
6.   Faith in God
         Strengthening the spirit of man
         Counteracting materialism and consumerism
7.   Self-respect
         Respect for the given work
         Cleanliness of our person and surroundings
         Taking pride in work well done
8.   Initiative and Creativity
         Not resignation, slavishness and imitation
9.   Democracy
         Equality of persons before the law
         Involvement and direct action to get our rights
         Holding the government accountable
10. Ecology
         Responsibility for our land, water, trees…
         The danger of destroying ourselves
         The hazards of industrial pollution
         The ethics of business
11. The Meaning of “Success"
         Is it merely scoring high marks?
         Is it getting a good job, making money, getting ahead at all costs?
12. Openness
         Seeing people of other "groups" as persons like ourselves
13. Noble Truths of all Religions
         Being exposed to the teachings and great achievements of the various religions.
         This diminishes prejudice and promotes respect.
         Love and service
14. Dialog between Science and Religion

8. Teachers role in imparting Value Education:

Teachers should give creative inspiration and guidance to our youth. Our teachers must learn to take advantage of the current national buoyancy, the current tide of national enthusiasm, in the affair of our nation, and said onward with their students at its flood, beckoning the nation to follow them. This is the role of teachers in India. That is why they are called Gurus and the Students are called Sishyas.

“A teacher affects eternity: he can never tell where his influence stops.” -  Henry Adams

8.1 Guardian Class  -  Plato:

Teachers Mistake

8.2 Education Commission Reports:

The importance of value education has been duly recognized by different education commissions and committees appointed by the government.

The Radhakrishnan Commission (1948) felt that "if we exclude spiritual training in our institutions we would be untrue to our whole historical development".

The Secondary Education Commission's report in (1953) favored that religious and moral instruction should be given in schools outside the school hours on voluntary basis.

The Sri Prakasa Commission of Religious and Moral instruction (1959) had recommended that moral education should be imparted in all educational institutions.

Kothari Commission (1964-66) felt that "a serious defect in the school system is the absence of provision for education in social, moral and spiritual values. A national system of education that is related to life, needs and aspirations of the people cannot afford to ignore this purposeful force".

National Policy on Education (1986) felt that "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".

Programme of Action (NPE) (1992) recommended that "the framework emphasized value education as an integral part of school curriculum. It highlighted the values drawn from national goals, universal perception, ethical considerations and character building.

THE UNESCO International Commission on Education for the Twenty-first Century headed by Jacques Delors has identified "learning to be" and "learning to live together" as two among the four pillars of education. They connote some of the fundamental values education tries to impart in any society. "Learning to be" addresses the question of development of the inner capacity of the individual, which will prepare him or her to meet social and political responsibilities. "Learning to live together" would involve the creation of a harmonious life, transcending sectarian loyalties and differences.

A UNESCO report on Education for 21st Century entitled ‘learning: The Treasure Within’ also pleads for an education which is ‘rooted to culture and committed to progress’.  The report says: “Developing a harmonious and integrated personality would just not be possible if the system does not inculcate values of culture, heritage and traditions.  Indian heritage, culture and values need to be thoroughly studied, analyzed and incorporated comprehensively in the education system right from the initial stage to higher dimensions of education”.

8.3 Proactive Steps to make Value Education Interesting and Participatory:

1. The approach should be to provoke the students to think independently and analyze their own life--its goal, various aspirations, and the world-view--in a scientific manner, just as they are trained to analyze the world outside.

2. Practical training to learn self-restraint and bring the conscious and sub-conscious parts of the mind into harmony should form an integral part of value education.

Film Strips From:
         IQubal (insert the slide)
         Roza – Chooti se asha
         Chuck de India
Action Song – Its me, its you, its we who build communities

8.4 We are building the Nation:

Much is said about the youth: youth is the backbone of our nation; youth’s strength is the nation’s strength; today’s youth are tomorrow’s leaders; youth can make or mar the nation. These statement reveal that the real strength of the nation depend not on its physical resources but depends on the strength of its youth. This is particularly proven correct in Indian context where more than 52% of the population consists of youth on whom great responsibility of shaping the destiny of our nation lies. 

Swami Vivekananda - “We must have life-building, man-making, character building-education.”

He defined education as 'the life building, Man-making, character making, assimilation of ideas'. Purpose of education is to develop personality of child in all aspects namely, physical, intellectual, and spiritual.

Gurudev Rabindranath Tagore had a vision for such an education: “Education must aim at the development of moral, spiritual and ethical values and we should seek them in our own heritage as well as in other cultures and civilizations...It should be such that Indians do not lose sight of their rich heritage – their thought must be rooted to the ideals set forth in the great writing sand works of our sages, poets and philosophers.  The noble goals and high values set forth in our precious culture must be adhered to.”

         Values stand as Light House giving directions to all who want to reach the right place.
         Values are the guiding principles of the life, which facilitates the all round development of a person.
         Inculcation of desirable values in the pupils is felt essential for meeting the crisis of character.
         Teachers could convert our educational institutions   into dynamic centers of human growth, development, and fulfillment.

         Schools, Colleges, which trains students should try to inculcate these values by taking proactive steps in this, globalize society.

9. Higher Education: Social Responsibility:

Swami Vivekananda: “So long as millions live in hunger and ignorance, I hold every person a traitor who, having been educated at their expense, pays not the least heed to them”

         Sustainable societies
        EI & SI
         Coping with diversity
         Public vs. private space

9.2 Parable of the Talents – Jesus:

10. Conclusion:

  1. 7habits of Highly Effective People
  2. Principle Centered Leadership
  3. Speed of trust
  4. First Things First
                                                                                             Stephen Covey
Paradigm Shift

         From selfish intellectual giants to sensitive human beings who can touch and heal the broken world.
         Story of the star fish
         YOU can make a difference in the life of students and the Nation at large.
         Successful leaders don’t do different things but they do things differently.
         You be the change you want to see in others. Mahatma Gandhi
         Value Education through precept and practice. Leadership through example.
         Dream of a better world, better country, better society, and better person.

Yes we can, Yes we can Change, Yes we can.


  1. Mr. T. Ramasami, “Existing Opportunities in Global Competitive: An Indian Perspective”, University News, 45(15), April 09-15, 2007.
  2. Hon’ble Mr. Justice Asutosh Mukherjee, “Create Self-awareness, Self-knowledge, Self-control to lead Life towards Sovereign Power”, University News, 45(4), January 22-28, 2007.
  3. Mr. S.V Narayanan, Mr. Raju Chandrasekar, Ms. Aveena Gudapati, “Global Trends in Higher Education: Ideas, Trends, Specific Measures and Actionable Initiatives”, University News, 45(03), January 15-21, 2007.
  4. Mr. Subimal Kumar Chatterjee, “New trends in Teacher Education”, University News, 44(40), October 02-08, 2006.
  5. Shyamala Muthusubramaniam, G. Lokanadha Reddy, “Educational Leadership and Accountability”, University News, 44(42), October 16-22, 2006.
  6. Sukhjeet Kaur and S. K. Saini, “Value Based Education: Solution of Today’s Problems”, University News, 44(49), December 04-10, 2006.
  7. Dr. Fr. Valan Arasu, “Impact on Globalization and WTO on Higher Education in India”, University News, 43(32), August 08-14, 2005.


Shantilal Muttha Foundation said...

Mulyavardhan is a value education programme for schools. It is developed and promoted by Shantilal Muttha Foundation, a not-for-profit organization. Mulyavardhan provides students varied and repeated opportunities to imbibe democratic values, attitudes and skills. Mulyavardhan is based on extensive field experience and intensive study of education policy documents and research studies. The programme has been reviewed and approved by national and international experts. Mulyavardhan is aligned to the Constitution of India, the National Curriculum Framework 2005 and curriculums based on it, and the Right to Education Act 2009. With capacity-building support from SMF, Mulyavardhan can be implemented in any school context. Currently the programme is offered for the primary-school level.
To know more please visit

Shantilal Muttha Foundation said...

Mulyavardhan is a value education programme for schools. It is developed and promoted by Shantilal Muttha Foundation, a not-for-profit organization. Mulyavardhan provides students varied and repeated opportunities to imbibe democratic values, attitudes and skills. Mulyavardhan is based on extensive field experience and intensive study of education policy documents and research studies. The programme has been reviewed and approved by national and international experts. Mulyavardhan is aligned to the Constitution of India, the National Curriculum Framework 2005 and curriculums based on it, and the Right to Education Act 2009. With capacity-building support from SMF, Mulyavardhan can be implemented in any school context. Currently the programme is offered for the primary-school level.
To know more please visit