Values Education in Bangladesh: High School Graduates' Perspectives
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Contemporary world is changing rapidly. Knowledge, science and technology are advancing accordingly based on the needs of time. Simultaneously, along with advancement of knowledge and science, morality and ethics have become a dire necessity for society and its people. According to Moreau (2011), "society has a greater need for people of values than it has for scholars" (p. 1). Bangladesh education policy (Ministry of Education, 1974, 2010) has also emphasized the inculcation of values in educational institutions. Recent research has revealed the inadequate implementation and practice of value...
Contemporary world is changing rapidly. Knowledge, science and technology are advancing accordingly based on the needs of time. Simultaneously, along with advancement of knowledge and science, morality and ethics have become a dire necessity for society and its people. According to Moreau (2011), "society has a greater need for people of values than it has for scholars" (p. 1). Bangladesh education policy (Ministry of Education, 1974, 2010) has also emphasized the inculcation of values in educational institutions. Recent research has revealed the inadequate implementation and practice of values education (UNICEF Bangladesh, 2009). In this book, data revealed that high school graduates acquired 36 specific values through various co-curricular activities while attending high school. The research participants recommend that values education should be integrated in curriculum and organized co-curriculum activities should be incorporated in the school programs in order for inculcatingvalues in students. Research participants also realized that school was the pivotal place where students needed to be exposed to, learn and practice different values.
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