| The importance of value education has beenduly | | | | cannot afford to ignore this purposeful force". |
| recognized by different education commissions | | | | National Policy on Education (1986) felt that "the |
| and committees appointed by the government. | | | | growing concern over the erosion of essential |
| The Hartog Committee of (1929) felt that | | | | values and an increasing cynicism in society has |
| religious instruction can be given in common | | | | brought to focus the need for readjustments in |
| schools outside the school hours. | | | | the curriculum in order to make education a |
| The Central Advisory Board of education felt in | | | | forceful tool for the cultivation of social and moral |
| (1946) that religious and moral instruction was | | | | values". |
| important and that it should be left to the | | | | Programme of Action (NPE) (1992) recommended |
| community to which the pupils belong. Ø | | | | that "the framework emphasized value education |
| The Radhakrishnan Commission (1948) felt that "if | | | | as an integral part of school curriculum. It |
| we exclude spiritual training in our institutions we | | | | highlighted the values drawn from national goals, |
| would be untrue to our whole historical | | | | universal perception, ethical considerations and |
| development". | | | | character building. It stressed the role of education |
| The Secondary Education Commission's report in | | | | in combating obscurantism, religious fanaticism, |
| (1953) favored that religious and moral instruction | | | | exploitation and injustice as well as the inculcation |
| should be given in schools outside the school hours | | | | of values". The main function of education is to |
| on voluntary basis. Ø The Sri Prakasa | | | | produce citizens with sound character and a |
| Commission of Religious and Moral instruction | | | | healthy personality. Good citizens are the only |
| (1959) had recommended that moral education | | | | hope for the progress and prosperity of the |
| should be imparted in all educational institutions. | | | | country. Inspiring values, ideals, proper moral |
| Kothari Commission (1964-66) felt that "a serious | | | | conduct, life based upon good principles is an |
| defect in the school system is the absence of | | | | essential requisite. The ideals of virtue, goodness, |
| provision for education in social, moral and spiritual | | | | true manliness from the very essence of real |
| values. A national system of education that is | | | | dignified living. |
| related to life, needs and aspirations of the people | | | | |