The problem isn't the absence of value-based education
text_fields
Kerala government has decided to impart value-based education to students during the first two weeks of the new academic year, as stated by Education Minister V. Sivankutty. For classes 1 to 10, regular textbooks will be set aside during this period to focus on learning and training in specific areas. The aim is to raise awareness among students about various issues they face. Topics will include drug abuse, responsible use of vehicles, preventing violent behaviour, environmental and personal hygiene, lack of emotional restraint, protection of public property, excessive use of mobile phone and unhealthy use of social media. These sessions will be conducted under the leadership of departments such as Police, Excise, Social Justice, and KITE. The government has also decided to strengthen mentoring systems in schools. This move is commendable, especially given the current atmosphere of insecurity.
The previous academic year saw several troubling incidents that caused concern among students and parents alike — including the death of a student in Thamarassery following physical assault by classmates, and a suicide in Ernakulam linked to ragging by peers. Conflicts involving student groups or between different classes became a regular occurrence in many schools. In some cases, the situation escalated to the point where parents, auto drivers, and even local residents had to intervene. Despite such incidents, police intervention usually remains limited to offering guidance, since students are minors and protected under juvenile laws. On the last day of the previous academic year, teachers, police, and parents had to escort students home under close supervision because of the fear that anything could happen. As of now, the value-based education program has been announced for classes 1 to 10. However, most incidents of ragging, clashes, social media misuse, and reckless vehicle use are reported at the higher secondary level. Therefore, extending the program to higher secondary classes would be highly beneficial.
As a matter of fact, the current issues among students are not due to a lack of exposure to moral values or the absence of such concepts in their textbooks. Stories of compassion, empathy, love for fellow beings, and success earned through hard work are already present in their lessons and surroundings. These values are also taught in anganwadis, madrasas, and Sunday moral schools. Children also receive guidance through moral stories and advice from elders at home. The real problem lies in the failure to effectively instill these values among students in a way that resonates deeply with them. There is a gap in helping them internalize these messages meaningfully. We must acknowledge that we have yet to succeed in creating a learning approach that truly considers children's abilities, backgrounds, and mental maturity. Without nurturing these aspects, no matter how much effort is put into the external environment, the desired results are unlikely to be achieved. Alongside what is being taught, how it is taught is equally important. For that, teachers and parents must serve as role models. Even the role models children observe in society have a significant responsibility. Unfortunately, what children are mostly exposed to in today’s society are messages filled with hatred and division. Many of the role models that they see are the so-called heroes and celebrities who are addicted to drugs, aggressive, glorify violence and killing, and openly break the law. Adding to the problem is the easy availability of diverse drugs around school premises. Moreover, the environments at both schools and homes have a significant influence on shaping a student's character. These same standards also apply to the teachers teaching the classes. The number of cases registered against teachers last year alone stands as evidence of this. Often, under the guise of unregulated organizational activities and the influence of political or other groups, such issues are left unresolved, allowing them to persist and grow. Any form of value-based education is unlikely to achieve its intended impact without first addressing the deeper moral decay within society. This moment serves as a reminder that genuine, committed efforts must accompany such educational initiatives.
