Events & Issues
New Delhi, 2 January 2020
Ethics in Higher Education
MUCH NEEDED REFORMS
By Dr.S.Saraswathi
(Former Director, ICSSR, New Delhi)
New guidelines for
imparting values and ethics in higher education, prepared by the University Grants
Commission, have been released by the Human Resource Development Ministry a few
days ago along with another initiative to promote professional ethics in
publishing labeled as publication ethics. The guidelines have come
at a time when university campuses are increasingly being used for political
battles and students are dragged into extremist propaganda necessitating a
scrutiny of their involvement. However, value-based education, intended to
promote modesty and harmony, has a longer history and is not an overnight idea
to be linked with the present campus unrest getting rooted in some sensitive
places. It is part of much needed educational reform.
Student community is
a youth group comprising hundreds of groups in various places. It is rather
easy to collect and organise its members under a common purpose or programme.
It has all the characteristics of a youth group – active and energetic
possessing ability and inclination to participate in social activities and
quick to respond to calls for united action. Like the general youth population,
student group is also undergoing changes under the influence of democratic
institutions, political parties and social media.
Students today are not
passive recipients of classroom lessons, but active participants in
teacher-student interaction. They want a
say in all that concerns education. More than that, with voting age at 18
years, every student entering college needs political learning which in
practice is not divorced from action. Therefore, value-based ethical education
now framed should prepare students to lead a value-based democratic life. It is
intimately concerned with the mode of relating to other people and the
disposition to follow certain principles in this relation.
UGC guidelines include
five documents dealing with evaluation reforms, eco-friendly and sustainable
university campuses, human values and professional ethics, faculty induction,
and academic research integrity. The main object is to evolve such a system of
higher education that will equip the country’s next generation with vital
skills, knowledge, and ethics for leading a rewarding life. There can be no
controversy over such admirable qualities which are necessary for human
resource development, but still we require special efforts to mobilise the
enthusiasm of the entire academic community and general public in support of
the scheme so as to make it a success.
Value-based education
is not a novel concept. It has been discussed as part of education policy
several times. More than 30 years back, Guidelines for Human Rights and Values
in Education were provided by the UGC in 1985. A blueprint for promotion of
human rights teaching and research at all levels of education was also prepared
by the Commission. It had two components – one on Human Rights and Duties
Education aimed at developing interaction between social and educational institutions,
sensitising students so that norms and values would be realised and encouraging
student research; and the other on creating awareness, convictions, and
commitment to undertake academic and other activities preparatory to teaching,
research and extension programmes in values and culture.
Ethics deals with
what is good and bad. It is concerned with moral duty and obligation and is
part of national culture. It requires moral judgement of what is right and
wrong. Judgement is not always part of nature and instincts, but has to be
imbibed and cultivated. Hence, the need for teaching.
The present guidelines
that have been evolved to discuss and streamline the process to infuse the
culture of human values and ethics in higher education underlines a call to students
to observe modesty in their over-all appearance and behaviour, maintain good
health and refrain from any kind of intoxicants, maintain harmony among
students belonging to different socio-economic status, community, caste,
religion, or region.
Usage of the word
“modesty” is likely to raise a question over its definition. With State
governments keen on lowering the minimum age for buying alcohol and people
ready to fight for their right to drink, shunning intoxicants may pose problem.
The other four
guidelines are also intended to qualitatively improve the educational system
and procedures so as to enhance their values. Evaluation reforms will be
directed to more meaningful and effective assessment linked to “learning
outcomes”. Eco-friendly and sustainable university campuses will encourage policies
and practices to enhance the environmental quality of the campuses and adopt
sustainable and green methods. Faculty induction will be done with the object
of motivating the faculty to adopt learner-centred approaches, and Information
and Technology Technique, and new pedagogic approaches to learning teaching,
assessment tools, etc.
There is also a
proposal to set up a Consortium for Academic and Research Ethics (UGC-CARE) to
continuously monitor and identify quality journals to help promote academic
integrity and ethical publishing. The UGC has also approved a 2-credit course
in ethics in research under the title “Research and Publication Ethics.” A
30-hour course is made mandatory for all Ph.D. students in pre-registration
period.
Students and teachers
are governed by the same ethical principles and standards. Academic dishonesty
cannot be allowed in either. Respect, responsibility, integrity, competence,
and concern for others are considered prime constituents of model ethics, which
if inculcated in higher education, can effectively curb violence and indiscipline
in educational campuses.
India has around 37.4
million students in higher education. Increasing enrolment is no longer our one-point
goal, for we need a workforce with
necessary knowledge and skills, ability to further their knowledge, and more
than that, with conviction in and habit to adhere to certain human and social
values. Needless to mention social values include legal and constitutional
values adopted in our society. We have to specifically include values in our
education since the system that has evolved has concentrated in imparting
information and skills and enlarging enrolment and retention of students.
It is said that the
Scandinavian countries -- Norway and Sweden -- paid special attention to
student values and this resulted in decreasing crime and corruption in the
society. They are now considered safest and hospitable places in the world. In
Japan, school students are taught to listen to others with different opinion,
and to be fair, and to respect their country and learn about foreign cultures.
Education in Indonesia is based on five principles which include belief in
Almighty God, a just and civilised society, unified Indonesia, democracy led by
wisdom of consensus or representation, and social justice for all Indonesians.
India is a late comer
in many reform processes and is adept in politicising any issue and dividing
people. It will be a herculean task to counter protests and blocks before we
can bring any reform however urgently needed.
Ethics cannot be
forced or enforced even with great sincerity and selfless intentions. Internalisation
of values in the learners by the teachers is next to impossible in this
materialistic world constantly running after goods and comforts.
What we actually mean
by values is qualities to foster cooperation, goodwill, equal respect, personal
integrity and such qualities to promote social cohesion in the place of
intolerance, dishonesty, injustice, inequality, and corruption. Perhaps, value
education may better be called humane education to be acceptable to all and to
remove any mischievous interpretation of “value” as religion based.---INFA
(Copyright, India News & Feature Alliance)
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