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Importance of Value Education

Updated on
Jan 18, 2024

What is Value Education? Value-based education emphasizes the personality development of individuals to shape their future and tackle difficult situations with ease. It moulds the children so they get attuned to changing scenarios while handling their social, moral, and democratic duties efficiently. The importance of value education can be understood through its benefits as it develops physical and emotional aspects, teaches mannerisms and develops a sense of brotherhood, instils a spirit of patriotism as well as develops religious tolerance in students. Let’s understand the importance of value education in schools as well as its need and importance in the 21st century.

Here’s our review of the Current Education System of India !

This Blog Includes:

Need and importance of value education, purpose of value education, importance of value education in school, difference between traditional and value education, essay on importance of value education, speech on importance of value education, early age moral and value education, young college students (1st or 2nd-year undergraduates), workshops for adults, student exchange programs, co-curricular activities, how it can be taught & associated teaching methods.

This type of education should not be seen as a separate discipline but as something that should be inherent in the education system. Merely solving problems must not be the aim, the clear reason and motive behind must also be thought of. There are multiple facets to understanding the importance of value education.

Here is why there is an inherent need and importance of value education in the present world:

It helps in making the right decisions in difficult situations and improving decision-making abilities.
It teaches students with essential values like kindness, compassion and empathy.
It awakens curiosity in children developing their values and interests. This further helps in skill development in students.
It also fosters a sense of brotherhood and patriotism thus helping students become more open-minded and welcoming towards all cultures as well as religions.
It provides a positive direction to a student’s life as they are taught about the right values and ethics.
It helps students find their true purpose towards serving society and doing their best to become a better version of themselves.
With age comes a wide range of responsibilities. This can at times develop a sense of meaninglessness and can lead to a rise in mental health disorders, mid-career crisis and growing discontent with one’s life. Value education aims to somewhat fill the void in people’s lives.
Moreover, when people study the significance of values in society and their lives, they are more convinced and committed to their goals and passions. This leads to the development of awareness which results in thoughtful and fulfilling decisions.
The key importance of value education is highlighted in distinguishing the execution of the act and the significance of its value. It instils a sense of ‘meaning’ behind what one is supposed to do and thus aids in personality development .

In the contemporary world, the importance of value education is multifold. It becomes crucial that is included in a child’s schooling journey and even after that to ensure that they imbibe moral values as well as ethics.

Here are the key purposes of value education:

To ensure a holistic approach to a child’s personality development in terms of physical, mental, emotional and spiritual aspects
Inculcation of patriotic spirit as well as the values of a good citizen
Helping students understand the importance of brotherhood at social national and international levels
Developing good manners and responsibility and cooperativeness
Promoting the spirit of curiosity and inquisitiveness towards the orthodox norms
Teaching students about how to make sound decisions based on moral principles
Promoting a democratic way of thinking and living
Imparting students with the significance of tolerance and respect towards different cultures and religious faiths

There is an essential need and importance of value education in school curriculums as it helps students learn the basic fundamental morals they need to become good citizens as well as human beings. Here are the top reasons why value education in school is important:

Value education can play a significant role in shaping their future and helping them find their right purpose in life.
Since school paves the foundation for every child’s learning, adding value-based education to the school curriculum can help them learn the most important values right from the start of their academic journey.
Value education as a discipline in school can also be focused more on learning human values rather than mugging up concepts, formulas and theories for higher scores. Thus, using storytelling in value education can also help students learn the essentials of human values.
Education would surely be incomplete if it didn’t involve the study of human values that can help every child become a kinder, compassionate and empathetic individual thus nurturing emotional intelligence in every child.

Both traditional, as well as values education, is essential for personal development. Both help us in defining our objectives in life. However, while the former teaches us about scientific, social, and humanistic knowledge, the latter helps to become good humans and citizens. Opposite to traditional education, values education does not differentiate between what happens inside and outside the classroom.

Value Education plays a quintessential role in contributing to the holistic development of children. Without embedding values in our kids, we wouldn’t be able to teach them about good morals, what is right and what is wrong as well as key traits like kindness, empathy and compassion. The need and importance of value education in the 21st century are far more important because of the presence of technology and its harmful use. By teaching children about essential human values, we can equip them with the best digital skills and help them understand the importance of ethical behaviour and cultivating compassion. It provides students with a positive view of life and motivates them to become good human beings, help those in need, respect their community as well as become more responsible and sensible.

Youngsters today move through a gruelling education system that goes on almost unendingly. Right from when parents send them to kindergarten at the tender age of 4 or 5 to completing their graduation, there is a constant barrage of information hurled at them. It is a puzzling task to make sense of this vast amount of unstructured information. On top of that, the bar to perform better than peers and meet expectations is set at a quite high level. This makes a youngster lose their curiosity and creativity under the burden. They know ‘how’ to do something but fail to answer the ‘why’. They spend their whole childhood and young age without discovering the real meaning of education. This is where the importance of value education should be established in their life. It is important in our lives because it develops physical and emotional aspects, teaches mannerisms and develops a sense of brotherhood, instils a spirit of patriotism as well as develops religious tolerance in students. Thus, it is essential to teach value-based education in schools to foster the holistic development of students. Thank you.

Importance of Value Education Slideshare PPT

Types of Value Education

To explore how value education has been incorporated at different levels from primary education, and secondary education to tertiary education, we have explained some of the key phases and types of value education that must be included to ensure the holistic development of a student.

Middle and high school curriculums worldwide including in India contain a course in moral science or value education. However, these courses rarely focus on the development and importance of values in lives but rather on teachable morals and acceptable behaviour. Incorporating some form of value education at the level of early childhood education can be constructive.

Read more at Child Development and Pedagogy

Some universities have attempted to include courses or conduct periodic workshops that teach the importance of value education. There has been an encouraging level of success in terms of students rethinking what their career goals are and increased sensitivity towards others and the environment.

Our Top Read: Higher Education in India

Alarmingly, people who have only been 4 to 5 years into their professional careers start showing signs of job exhaustion, discontent, and frustration. The importance of value education for adults has risen exponentially. Many non-governmental foundations have begun to conduct local workshops so that individuals can deal with their issues and manage such questions in a better way.

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Home > News & Articles > Importance of Value Education: Aim, Types, Purpose, Methods

Samiksha Gupta

Updated on 06th January, 2023 , 8 min read

Importance of Value Education: Aim, Types, Purpose, Methods

Importance of value education overview.

Value-based education places an emphasis on helping students develop their personalities so they can shape their future and deal with challenges with ease. It shapes children to effectively carry out their social, moral, and democratic responsibilities while becoming sensitive to changing circumstances. The importance of value education can be understood by looking at its advantages in terms of how it helps students grow physically and emotionally, teaches manners and fosters a sense of brotherhood, fosters a sense of patriotism, and fosters religious tolerance.

What is Value Education?

"Value education" is the process through which people impart moral ideals to one another. Powney et al. define it as an action that can occur in any human organization. During this time, people are assisted by others, who may be older, in a condition they experience in order to make explicit our ethics, assess the effectiveness of these values and associated behaviors for their own and others' long-term well-being, and reflect on and acquire other values and behaviors that they recognize as being more effective for their own and others' long-term well-being. There is a distinction to be made between literacy and education.

Goals of Importance of Value Education

This notion refers to the educational process of instilling moral norms in order to foster more peaceful and democratic communities. Values education, therefore, encourages tolerance and understanding beyond our political, cultural, and religious differences, with a specific emphasis on the defense of human rights, the protection of ethnic minorities and vulnerable groups, and environmental conservation.

Importance of Value Education

Value education ought to be integrated into the educational process rather than being considered a separate academic field. The value of value education can be understood from many angles. The following are some reasons why value education is essential in the modern world-

It aids in making the right choices in challenging circumstances, enhancing decision-making skills.
It cultivates important values in students, such as kindness, compassion, and empathy.
Children's curiosity is sparked, their values and interests are developed, and this further aids in students' skill development.
Additionally, it promotes a sense of brotherhood and patriotism, which helps students become more accepting of all cultures and religions.
Due to the fact that they are taught about the proper values and ethics, it gives students' lives a positive direction.
It aids students in discovering their true calling in life—one that involves giving back to society and striving to improve themselves.
A wide range of responsibilities come with getting older. Occasionally, this can create a sense of meaninglessness, which increases the risk of mental health disorders, midlife crises, and growing dissatisfaction with one's life. Value education seeks to fill a void in peoples' lives in some small way.
Additionally, people are more convinced and dedicated to their goals and passions when they learn about the importance of values in society and their own lives. This causes the emergence of awareness, which then produces deliberate and fruitful decisions.
The critical role of value in highlighting the execution of the act and the significance of its value, education is highlighted. It instils a sense of ‘meaning' behind what one is supposed to do and thus aids in personality development.

Also read more National Education Day and Women's Education in India .

Purpose of value education.

Value education is significant on many levels in the modern world. It is essential to ensure that moral and ethical values are instilled in children throughout their educational journey and even after.

The main goals of value education are as follows:

To make sure that a child's personality development is approached holistically, taking into account their physical, mental, emotional, and spiritual needs
Instilling a sense of patriotism and good citizenship values
Educating students about the value of brotherhood at the social, national, and global levels
Fostering politeness, accountability, and cooperation
Fostering a sense of curiosity and inquiry about orthodox practices
Teaching students how to make moral decisions and how to make good decisions
Encouraging a democratic outlook and way of life
Teaching students the value of tolerance and respect for people of all cultures and religions.

Also read more Best Distance Education Institutes .

Types of value education, cultural value.

Cultural values are concerned with what is right and wrong, good and evil, as well as conventions and behavior. Language, ethics, social hierarchy, aesthetics, education, law, economics, philosophy, and many social institutions all reflect cultural values.

Moral Value

Ethical principles include respecting others' and one's own authority, keeping commitments, avoiding unnecessary conflicts with others, avoiding cheating and dishonesty, praising people and making them work, and encouraging others.

Personal Values

Personal values include whatever a person needs in social interaction. Personal values include beauty, morality, confidence, self-motivation, regularity, ambition, courage, vision, imagination, and so on.

Spiritual Value

Spiritual worth is the greatest moral value. Purity, meditation, yoga, discipline, control, clarity, and devotion to God are examples of spiritual virtues.

Spiritual value education emphasizes self-discipline concepts. satisfaction with self-discipline, absence of wants, general greed, and freedom from seriousness.

Social Value

A person cannot exist in the world unless they communicate with others. People are looking for social values such as love, affection, friendship, noble groups, reference groups, impurity, hospitality, courage, service, justice, freedom, patience, forgiveness, coordination, compassion, tolerance, and so on.

Universal Value

The perception of the human predicament is defined by universal ideals. We identify ourselves with mankind and the universe through universal ideals. Life, joy, fraternity, love, sympathy, service, paradise, truth, and eternity are examples of universal values.

Importance of Value Education in School

The inclusion of value education in school curricula is crucial because it teaches students the fundamental morals they need to develop into good citizens and individuals. Here are the top reasons why valuing education in school is important:

Their future can be significantly shaped and their ability to discover their true calling in life can be helped by value education.
Every child's education begins in school, so incorporating value-based education into the curriculum can aid students in learning the most fundamental moral principles from the very beginning of their academic careers.
Value education can also be taught in schools with a stronger emphasis on teaching human values than memorizing theories, concepts, and formulas to get better grades. The fundamentals of human values can thus be taught to students through the use of storytelling in value education.
Without the study of human values that can make every child a more kind, compassionate, and empathic person and foster emotional intelligence in every child, education would undoubtedly fall short.

Importance of Value Education in Personal Life

We all understand the value of education in our lives in this competitive world; it plays a crucial part in molding our lives and personalities. Education is critical for obtaining a good position and a career in society; it not only improves our personalities but also advances us psychologically, spiritually, and intellectually. A child's childhood ambitions include becoming a doctor, lawyer, or IAS official. Parents desire to picture their children as doctors, lawyers, or high-ranking officials. This is only achievable if the youngster has a good education. As a result, we may infer that education is extremely essential in our lives and that we must all work hard to obtain it in order to be successful.

How Does Value Education Help in Attaining Life Goals

Education in values is crucial for a person's growth. In many ways, it benefits them. Through value education, you can achieve all of your life goals, and here's how:

It helps students know how to shape their future and even helps them understand the meaning of life.
It teaches them how to live their lives in the most advantageous way for both themselves and those around them.
In addition to helping students understand life's perspective more clearly and live successful lives as responsible citizens, value education also helps students become more and more responsible and sensible.
Additionally, it aids students in forging solid bonds with their relatives and friends.
enhances the students' personality and character.
Value-based education helps students cultivate a positive outlook on life.

What are the types of value education opportunities?

After understanding the significance of this important topic, the next step is choosing the type that best meets your needs. The teaching of values can start at a young age (in primary school) and continue through higher education and beyond. Understanding the various opportunities available to you will make it easy to find the right fit.

Early Age Training

Value education is now being taught in many primary, middle, and high schools all over the world. The best way to learn the skills taught in this training is to be taught how important it is from a young age.

Student Exchange Programs

One of the best ways to teach students about values and foster a sense of responsibility in them is through student exchange or gap year programs. Student exchange programs are another exceptional way to experience various cultures and broaden your understanding of how people behave and function. This is a fantastic chance for first- and second-year undergraduate students.

Workshops for Adults

People who are four to five years into their careers frequently show signs of irritation, unhappiness, fatigue, and burnout, which is a worrying statistic worth noting. As a result, the relevance and significance of education for adults is a notion that is currently steadily gaining support within the global community.

Methods of Teaching Value Education

Teaching value education can be done using a variety of methodologies and techniques. Four of the many are the most frequently used. They are

Methods used in classroom instruction include direct instruction, group discussions, reading, listening, and other activities.
This method includes a practical description of the strategies. It is an activity-based method. This practical knowledge improves learning abilities and helps people live practical lives on their own.
Socialized techniques: These involve the learner participating in real-world activities and encounters that simulate the roles and issues that socialization agents face.
The incident learning approach enables the examination of a particular event or encounter in the history of a particular group.

Key takeaways

The discipline of value education is essential to the overall growth and learning of students.
You can acquire all the necessary emotional and spiritual tools for use in a variety of situations by realizing its significance.
You can apply the lessons over the course of your academic career. Additionally, there are special education options available for a particular age group.
One of the best ways to get the most out of your educational experience is to combine the two types of value education training.
It's also crucial to remember that value education is a continuous process that extends outside of the classroom.

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Importance Of Education Essay - 100, 200, 500 Words

Merriam - Webster defines “Education” as the knowledge and development resulting from the process of being educated. Education involves learning new skills and acquiring knowledge to have a better understanding of different disciplines. Here are a few sample essays on the importance of education.

100 Words Essay on The Importance of Education

Education is an important element in an individual's life to go ahead and find success . Parents, schools, and universities play a vital role in educating an individual. Education instils confidence, self-acceptance, and self-worth and makes a person more aware of their surroundings and issues faced by the world. In this competitive world, it is a must for an individual to be educated. Self-confidence is found more in an educated individual than in one who is uneducated. It helps people to improve their skills and work on better opportunities to make a living. Educated individuals are an asset to the nation and help a nation to grow.

200 Words Essay on The Importance of Education

500 words essay on the importance of education.

Importance Of Education Essay - 100, 200, 500 Words

Education brings change and it helps an individual to understand their rights and responsibilities towards their family, society, nation, and world. It helps an individual to view the world and situation from a different perspective and fight against violence, injustice, corruption, and various other mishappenings. It makes a person more stable and wise. One can improve their chance of getting job opportunities with the aid of their expertise and degree. It opens several opportunities in various fields for an individual.

Education teaches a person to be self-sufficient. It brings equality to society. If everyone chooses to be educated, there will be equality among individuals and no one will look down on others with disrespect. Education makes a person productive and helps them to contribute to society efficiently. An educated person is an asset to society as well as the nation . It can be said that education is a staircase for a person's, society's, and nation's achievement and development. The future of a nation is dependent on the education of the present generation. It plays a significant influence in making and developing us, making us more optimistic about life and its objectives. An educated person tends to live a more meaningful and purposeful life than an uneducated individual.

Franz Grillparzer once said, “The uneducated person perceives only the individual phenomenon, the partly educated person the rule, and the educated person the exception". Education is necessary for individuals. It is one of the basic rights of an individual. It expedites quality learning and also inculcates belief, skills, knowledge, value, and moral habits. Education makes an individual’s life better and more peaceful. The first step of education is to teach an individual to write and read. Education makes people aware and literate. It opens the door to employment and certainly helps people to make a better living. It also improves and refines the communication skills of a person. It educates an individual to use the resources available to them pragmatically. One of the noteworthy aspects of education is its importance in spreading knowledge in society. The knowledge is passed from one generation to another when a person is educated. It is not one person who is educated but through one many are educated. It is a ray of light and hope for a better life.

Personality Development

Education makes a person socially, mentally, and intellectually strong as it increases knowledge level, and improves technical skills . It helps them to secure a better position in the corporate and educational sectors. It is a tool that benefits throughout life. Education plays an important role in the modern technological world. Education is not tough and costly like in earlier days when only rich people could afford to get their children educated and trained. There are many ways to enhance the education level in the present century. The whole criteria of getting educated have changed in this modernised era.

Education is now accessible to an individual of any age group. It is said that it is better late than never. Age limit can never be a barrier if the mind of a person is not limited. Schools have opened a curriculum in which a person can undergo homeschooling. Various distance learning programs are opened by Universities all over the world. We can study through the means of distance learning programs after high school while pursuing a job. The academic fee has also been made feasible to make the courses accessible for every individual.

Non-Governmental Organisations and Governmental organisations run various drives in which they come to an area and teach students . Parents and teachers play an important role in an individual’s life to help them to become well-educated people. It develops people's minds and removes a great barrier in society. It makes people noble and perfect. It enhances personal advancements, increases social health and progress, and economical progress.

Educated individuals are the asset of any nation . Through them, a nation advances as education removes the barrier of mindsets, provides knowledge and information, and makes a person a good listener and well-mannered. It provides an individual with a unique standard in life and prepares them to solve any family, social, national, and international level problems. Education helps in financial and mental stability and self–dependency. It instals confidence in a person which is one of the finest aspects of success and also boosts self–assurance.

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Information Technology

Bio Medical Engineer

The field of biomedical engineering opens up a universe of expert chances. An Individual in the biomedical engineering career path work in the field of engineering as well as medicine, in order to find out solutions to common problems of the two fields. The biomedical engineering job opportunities are to collaborate with doctors and researchers to develop medical systems, equipment, or devices that can solve clinical problems. Here we will be discussing jobs after biomedical engineering, how to get a job in biomedical engineering, biomedical engineering scope, and salary.

Data Administrator

Database professionals use software to store and organise data such as financial information, and customer shipping records. Individuals who opt for a career as data administrators ensure that data is available for users and secured from unauthorised sales. DB administrators may work in various types of industries. It may involve computer systems design, service firms, insurance companies, banks and hospitals.

Ethical Hacker

A career as ethical hacker involves various challenges and provides lucrative opportunities in the digital era where every giant business and startup owns its cyberspace on the world wide web. Individuals in the ethical hacker career path try to find the vulnerabilities in the cyber system to get its authority. If he or she succeeds in it then he or she gets its illegal authority. Individuals in the ethical hacker career path then steal information or delete the file that could affect the business, functioning, or services of the organization.

Data Analyst

The invention of the database has given fresh breath to the people involved in the data analytics career path. Analysis refers to splitting up a whole into its individual components for individual analysis. Data analysis is a method through which raw data are processed and transformed into information that would be beneficial for user strategic thinking.

Data are collected and examined to respond to questions, evaluate hypotheses or contradict theories. It is a tool for analyzing, transforming, modeling, and arranging data with useful knowledge, to assist in decision-making and methods, encompassing various strategies, and is used in different fields of business, research, and social science.

Geothermal Engineer

Individuals who opt for a career as geothermal engineers are the professionals involved in the processing of geothermal energy. The responsibilities of geothermal engineers may vary depending on the workplace location. Those who work in fields design facilities to process and distribute geothermal energy. They oversee the functioning of machinery used in the field.

Remote Sensing Technician

Individuals who opt for a career as a remote sensing technician possess unique personalities. Remote sensing analysts seem to be rational human beings, they are strong, independent, persistent, sincere, realistic and resourceful. Some of them are analytical as well, which means they are intelligent, introspective and inquisitive.

Remote sensing scientists use remote sensing technology to support scientists in fields such as community planning, flight planning or the management of natural resources. Analysing data collected from aircraft, satellites or ground-based platforms using statistical analysis software, image analysis software or Geographic Information Systems (GIS) is a significant part of their work. Do you want to learn how to become remote sensing technician? There's no need to be concerned; we've devised a simple remote sensing technician career path for you. Scroll through the pages and read.

Geotechnical engineer

The role of geotechnical engineer starts with reviewing the projects needed to define the required material properties. The work responsibilities are followed by a site investigation of rock, soil, fault distribution and bedrock properties on and below an area of interest. The investigation is aimed to improve the ground engineering design and determine their engineering properties that include how they will interact with, on or in a proposed construction.

The role of geotechnical engineer in mining includes designing and determining the type of foundations, earthworks, and or pavement subgrades required for the intended man-made structures to be made. Geotechnical engineering jobs are involved in earthen and concrete dam construction projects, working under a range of normal and extreme loading conditions.

Cartographer

How fascinating it is to represent the whole world on just a piece of paper or a sphere. With the help of maps, we are able to represent the real world on a much smaller scale. Individuals who opt for a career as a cartographer are those who make maps. But, cartography is not just limited to maps, it is about a mixture of art , science , and technology. As a cartographer, not only you will create maps but use various geodetic surveys and remote sensing systems to measure, analyse, and create different maps for political, cultural or educational purposes.

Budget Analyst

Budget analysis, in a nutshell, entails thoroughly analyzing the details of a financial budget. The budget analysis aims to better understand and manage revenue. Budget analysts assist in the achievement of financial targets, the preservation of profitability, and the pursuit of long-term growth for a business. Budget analysts generally have a bachelor's degree in accounting, finance, economics, or a closely related field. Knowledge of Financial Management is of prime importance in this career.

Product Manager

A Product Manager is a professional responsible for product planning and marketing. He or she manages the product throughout the Product Life Cycle, gathering and prioritising the product. A product manager job description includes defining the product vision and working closely with team members of other departments to deliver winning products.

Underwriter

An underwriter is a person who assesses and evaluates the risk of insurance in his or her field like mortgage, loan, health policy, investment, and so on and so forth. The underwriter career path does involve risks as analysing the risks means finding out if there is a way for the insurance underwriter jobs to recover the money from its clients. If the risk turns out to be too much for the company then in the future it is an underwriter who will be held accountable for it. Therefore, one must carry out his or her job with a lot of attention and diligence.

Finance Executive

Operations manager.

Individuals in the operations manager jobs are responsible for ensuring the efficiency of each department to acquire its optimal goal. They plan the use of resources and distribution of materials. The operations manager's job description includes managing budgets, negotiating contracts, and performing administrative tasks.

Bank Probationary Officer (PO)

Investment director.

An investment director is a person who helps corporations and individuals manage their finances. They can help them develop a strategy to achieve their goals, including paying off debts and investing in the future. In addition, he or she can help individuals make informed decisions.

Welding Engineer

Welding Engineer Job Description: A Welding Engineer work involves managing welding projects and supervising welding teams. He or she is responsible for reviewing welding procedures, processes and documentation. A career as Welding Engineer involves conducting failure analyses and causes on welding issues.

Transportation Planner

A career as Transportation Planner requires technical application of science and technology in engineering, particularly the concepts, equipment and technologies involved in the production of products and services. In fields like land use, infrastructure review, ecological standards and street design, he or she considers issues of health, environment and performance. A Transportation Planner assigns resources for implementing and designing programmes. He or she is responsible for assessing needs, preparing plans and forecasts and compliance with regulations.

An expert in plumbing is aware of building regulations and safety standards and works to make sure these standards are upheld. Testing pipes for leakage using air pressure and other gauges, and also the ability to construct new pipe systems by cutting, fitting, measuring and threading pipes are some of the other more involved aspects of plumbing. Individuals in the plumber career path are self-employed or work for a small business employing less than ten people, though some might find working for larger entities or the government more desirable.

Construction Manager

Individuals who opt for a career as construction managers have a senior-level management role offered in construction firms. Responsibilities in the construction management career path are assigning tasks to workers, inspecting their work, and coordinating with other professionals including architects, subcontractors, and building services engineers.

Urban Planner

Urban Planning careers revolve around the idea of developing a plan to use the land optimally, without affecting the environment. Urban planning jobs are offered to those candidates who are skilled in making the right use of land to distribute the growing population, to create various communities.

Urban planning careers come with the opportunity to make changes to the existing cities and towns. They identify various community needs and make short and long-term plans accordingly.

Highway Engineer

Highway Engineer Job Description: A Highway Engineer is a civil engineer who specialises in planning and building thousands of miles of roads that support connectivity and allow transportation across the country. He or she ensures that traffic management schemes are effectively planned concerning economic sustainability and successful implementation.

Environmental Engineer

Individuals who opt for a career as an environmental engineer are construction professionals who utilise the skills and knowledge of biology, soil science, chemistry and the concept of engineering to design and develop projects that serve as solutions to various environmental problems.

Naval Architect

A Naval Architect is a professional who designs, produces and repairs safe and sea-worthy surfaces or underwater structures. A Naval Architect stays involved in creating and designing ships, ferries, submarines and yachts with implementation of various principles such as gravity, ideal hull form, buoyancy and stability.

Orthotist and Prosthetist

Orthotists and Prosthetists are professionals who provide aid to patients with disabilities. They fix them to artificial limbs (prosthetics) and help them to regain stability. There are times when people lose their limbs in an accident. In some other occasions, they are born without a limb or orthopaedic impairment. Orthotists and prosthetists play a crucial role in their lives with fixing them to assistive devices and provide mobility.

Veterinary Doctor

Pathologist.

A career in pathology in India is filled with several responsibilities as it is a medical branch and affects human lives. The demand for pathologists has been increasing over the past few years as people are getting more aware of different diseases. Not only that, but an increase in population and lifestyle changes have also contributed to the increase in a pathologist’s demand. The pathology careers provide an extremely huge number of opportunities and if you want to be a part of the medical field you can consider being a pathologist. If you want to know more about a career in pathology in India then continue reading this article.

Speech Therapist

Gynaecologist.

Gynaecology can be defined as the study of the female body. The job outlook for gynaecology is excellent since there is evergreen demand for one because of their responsibility of dealing with not only women’s health but also fertility and pregnancy issues. Although most women prefer to have a women obstetrician gynaecologist as their doctor, men also explore a career as a gynaecologist and there are ample amounts of male doctors in the field who are gynaecologists and aid women during delivery and childbirth.

An oncologist is a specialised doctor responsible for providing medical care to patients diagnosed with cancer. He or she uses several therapies to control the cancer and its effect on the human body such as chemotherapy, immunotherapy, radiation therapy and biopsy. An oncologist designs a treatment plan based on a pathology report after diagnosing the type of cancer and where it is spreading inside the body.

Audiologist

The audiologist career involves audiology professionals who are responsible to treat hearing loss and proactively preventing the relevant damage. Individuals who opt for a career as an audiologist use various testing strategies with the aim to determine if someone has a normal sensitivity to sounds or not. After the identification of hearing loss, a hearing doctor is required to determine which sections of the hearing are affected, to what extent they are affected, and where the wound causing the hearing loss is found. As soon as the hearing loss is identified, the patients are provided with recommendations for interventions and rehabilitation such as hearing aids, cochlear implants, and appropriate medical referrals. While audiology is a branch of science that studies and researches hearing, balance, and related disorders.

Hospital Administrator

The hospital Administrator is in charge of organising and supervising the daily operations of medical services and facilities. This organising includes managing of organisation’s staff and its members in service, budgets, service reports, departmental reporting and taking reminders of patient care and services.

For an individual who opts for a career as an actor, the primary responsibility is to completely speak to the character he or she is playing and to persuade the crowd that the character is genuine by connecting with them and bringing them into the story. This applies to significant roles and littler parts, as all roles join to make an effective creation. Here in this article, we will discuss how to become an actor in India, actor exams, actor salary in India, and actor jobs.

Individuals who opt for a career as acrobats create and direct original routines for themselves, in addition to developing interpretations of existing routines. The work of circus acrobats can be seen in a variety of performance settings, including circus, reality shows, sports events like the Olympics, movies and commercials. Individuals who opt for a career as acrobats must be prepared to face rejections and intermittent periods of work. The creativity of acrobats may extend to other aspects of the performance. For example, acrobats in the circus may work with gym trainers, celebrities or collaborate with other professionals to enhance such performance elements as costume and or maybe at the teaching end of the career.

Video Game Designer

Career as a video game designer is filled with excitement as well as responsibilities. A video game designer is someone who is involved in the process of creating a game from day one. He or she is responsible for fulfilling duties like designing the character of the game, the several levels involved, plot, art and similar other elements. Individuals who opt for a career as a video game designer may also write the codes for the game using different programming languages.

Depending on the video game designer job description and experience they may also have to lead a team and do the early testing of the game in order to suggest changes and find loopholes.

Radio Jockey

Radio Jockey is an exciting, promising career and a great challenge for music lovers. If you are really interested in a career as radio jockey, then it is very important for an RJ to have an automatic, fun, and friendly personality. If you want to get a job done in this field, a strong command of the language and a good voice are always good things. Apart from this, in order to be a good radio jockey, you will also listen to good radio jockeys so that you can understand their style and later make your own by practicing.

A career as radio jockey has a lot to offer to deserving candidates. If you want to know more about a career as radio jockey, and how to become a radio jockey then continue reading the article.

Choreographer

The word “choreography" actually comes from Greek words that mean “dance writing." Individuals who opt for a career as a choreographer create and direct original dances, in addition to developing interpretations of existing dances. A Choreographer dances and utilises his or her creativity in other aspects of dance performance. For example, he or she may work with the music director to select music or collaborate with other famous choreographers to enhance such performance elements as lighting, costume and set design.

Videographer

Multimedia specialist.

A multimedia specialist is a media professional who creates, audio, videos, graphic image files, computer animations for multimedia applications. He or she is responsible for planning, producing, and maintaining websites and applications.

Social Media Manager

A career as social media manager involves implementing the company’s or brand’s marketing plan across all social media channels. Social media managers help in building or improving a brand’s or a company’s website traffic, build brand awareness, create and implement marketing and brand strategy. Social media managers are key to important social communication as well.

Copy Writer

In a career as a copywriter, one has to consult with the client and understand the brief well. A career as a copywriter has a lot to offer to deserving candidates. Several new mediums of advertising are opening therefore making it a lucrative career choice. Students can pursue various copywriter courses such as Journalism , Advertising , Marketing Management . Here, we have discussed how to become a freelance copywriter, copywriter career path, how to become a copywriter in India, and copywriting career outlook.

Careers in journalism are filled with excitement as well as responsibilities. One cannot afford to miss out on the details. As it is the small details that provide insights into a story. Depending on those insights a journalist goes about writing a news article. A journalism career can be stressful at times but if you are someone who is passionate about it then it is the right choice for you. If you want to know more about the media field and journalist career then continue reading this article.

For publishing books, newspapers, magazines and digital material, editorial and commercial strategies are set by publishers. Individuals in publishing career paths make choices about the markets their businesses will reach and the type of content that their audience will be served. Individuals in book publisher careers collaborate with editorial staff, designers, authors, and freelance contributors who develop and manage the creation of content.

In a career as a vlogger, one generally works for himself or herself. However, once an individual has gained viewership there are several brands and companies that approach them for paid collaboration. It is one of those fields where an individual can earn well while following his or her passion.

Ever since internet costs got reduced the viewership for these types of content has increased on a large scale. Therefore, a career as a vlogger has a lot to offer. If you want to know more about the Vlogger eligibility, roles and responsibilities then continue reading the article.

Individuals in the editor career path is an unsung hero of the news industry who polishes the language of the news stories provided by stringers, reporters, copywriters and content writers and also news agencies. Individuals who opt for a career as an editor make it more persuasive, concise and clear for readers. In this article, we will discuss the details of the editor's career path such as how to become an editor in India, editor salary in India and editor skills and qualities.

Linguistic meaning is related to language or Linguistics which is the study of languages. A career as a linguistic meaning, a profession that is based on the scientific study of language, and it's a very broad field with many specialities. Famous linguists work in academia, researching and teaching different areas of language, such as phonetics (sounds), syntax (word order) and semantics (meaning).

Other researchers focus on specialities like computational linguistics, which seeks to better match human and computer language capacities, or applied linguistics, which is concerned with improving language education. Still, others work as language experts for the government, advertising companies, dictionary publishers and various other private enterprises. Some might work from home as freelance linguists. Philologist, phonologist, and dialectician are some of Linguist synonym. Linguists can study French , German , Italian .

Public Relation Executive

Travel journalist.

The career of a travel journalist is full of passion, excitement and responsibility. Journalism as a career could be challenging at times, but if you're someone who has been genuinely enthusiastic about all this, then it is the best decision for you. Travel journalism jobs are all about insightful, artfully written, informative narratives designed to cover the travel industry. Travel Journalist is someone who explores, gathers and presents information as a news article.

Quality Controller

A quality controller plays a crucial role in an organisation. He or she is responsible for performing quality checks on manufactured products. He or she identifies the defects in a product and rejects the product.

A quality controller records detailed information about products with defects and sends it to the supervisor or plant manager to take necessary actions to improve the production process.

Production Manager

Merchandiser.

A QA Lead is in charge of the QA Team. The role of QA Lead comes with the responsibility of assessing services and products in order to determine that he or she meets the quality standards. He or she develops, implements and manages test plans.

Metallurgical Engineer

A metallurgical engineer is a professional who studies and produces materials that bring power to our world. He or she extracts metals from ores and rocks and transforms them into alloys, high-purity metals and other materials used in developing infrastructure, transportation and healthcare equipment.

Azure Administrator

An Azure Administrator is a professional responsible for implementing, monitoring, and maintaining Azure Solutions. He or she manages cloud infrastructure service instances and various cloud servers as well as sets up public and private cloud systems.

AWS Solution Architect

An AWS Solution Architect is someone who specializes in developing and implementing cloud computing systems. He or she has a good understanding of the various aspects of cloud computing and can confidently deploy and manage their systems. He or she troubleshoots the issues and evaluates the risk from the third party.

Computer Programmer

Careers in computer programming primarily refer to the systematic act of writing code and moreover include wider computer science areas. The word 'programmer' or 'coder' has entered into practice with the growing number of newly self-taught tech enthusiasts. Computer programming careers involve the use of designs created by software developers and engineers and transforming them into commands that can be implemented by computers. These commands result in regular usage of social media sites, word-processing applications and browsers.

ITSM Manager

Information security manager.

Individuals in the information security manager career path involves in overseeing and controlling all aspects of computer security. The IT security manager job description includes planning and carrying out security measures to protect the business data and information from corruption, theft, unauthorised access, and deliberate attack

Business Intelligence Developer

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What is the Importance of Value Education

Today, education is not just confined to books. It goes much beyond that. In today’s world, what is most important is a child’s holistic development. This is why parents focus on extracurricular activities and value education along with academics. It feels like moral values are almost disappearing in today’s generation. To resolve this, value education is the best solution. Through Val-ed, as it is commonly known, we can develop the children into people with a strong character. Such children know how to utilize their knowledge for the advantage of mankind. Education is a strong weapon that can change the world. Here, education refers to both academic as well as moral value education. As much as academic education is important, value education is important too. It has the power to change the world. We have discussed the importance of value education in this article.

Value Education

Education is a lifelong process and one’s personality development starts from school. Schools build the base for a student’s future. This is why it is said that schools play a significant role in providing value education or moral education. All schools and even a few colleges have separate classes for value education. Val-ed aims at training the children to face the outer world with the right values and attitude. This is a process of the overall personality development of a student. Character development, personality development, citizenship development, and spiritual development form part of value education. Some people think values are an inborn character of a child and can never be developed. But, this is not true. A good school and value education sessions can change the character of a person drastically.

Once you understand the importance of value education in schools or life in general, you will understand calculators for schools and how vast and important this is. Before we move on to understand the importance of value education, let us first understand what value education is. Value education means to teach universal values like moral values, honestly, patience, etc to students. The sole purpose of this is the development of the personality of a student. This helps students in all dimensions so that they can serve their country more democratic, cohesive, socially, and responsibly. To put it together, value education means

The full development of children’s personality in its physical, mental, emotional, and spiritual aspects.
Development of good manners and responsibility towards citizenship.
The way of thinking and living should be developing at the democratic level.
Developing patience, honesty, moral values, etc.

Table of Contents

Importance of Value Education

Value education is very important to shape a child to become successful in the future. The attitude, behavior, and overall perception of the child change, and for the good. There are many advantages to value education. We have mentioned the importance of value education in the points below

The students become more responsible for their behavior with teachers and fellow students.
The students become regular with their home works and class works.
They learn to cooperate with the teachers and fellow students in every situation.
They learn to handle every situation in class with maturity.
The students become attentive in class.
It helps students to make their own decision without any hesitation.
It develops a positive mind and a good attitude.
Value education creates a strong relationship between students and teachers.

<<< IMPORTANCE OF CLEANLINESS >>>

Importance of Value Education in Schools

At the school level, a student can understand and learn various life lessons. Value education teaches them and moulds them into such people who can ideally be role models when they are old enough. Some of the major advantages of value education in schools are

Character development : Value education helps the students to develop their character. This improves the inner personality of a student. Mental strength also improves by this.
Personality development: Value education helps the student to develop the inner and external personality of the student. Physical, social, and mental personalities will emerge in the student.
Citizenship education: This includes the social and behavioral aspects of the students towards citizenship. The ethical values develop towards the citizenship of the student.

Importance of Value Education in Life

On a larger scale, value education is very important in the life of a person. It paves way for a brighter future. Educated and well-mannered people can survive in the rat race of the world better than ill-mannered persons. It also helps to get better job opportunities and maintain a good standard of living. Some of the main advantages of value education in life are

Makes future better
Serves as a backbone of society
Changes perspective of a person
Develops moral values and patience
Helps in understanding things better and more precisely

How Does Value Education Help in Attaining Life Goals

Value education is essential to developing an individual. It helps them in many ways. You can attain all your life goals through value education and here’s how

It gives a positive direction to the students to shape their future and even helps them to know the purpose of their life.
It teaches them the best way to live that can be beneficial to individuals as well as the people around them.
Value education also helps the students to become more and more responsible and sensible.
It helps them to understand the perspective of life in a better way and lead a successful life as a responsible citizen.
It also helps students to develop strong relationships with family and friends.
Develops the character and personality of the students.
Value education develops a positive view of life in the student’s mind.

<<< IMPORTANCE OF FIRST AID KNOWLEDGE >>>

Methods of Teaching Value Education

There are many methodologies and techniques to teach value education. Out of the many, four are widely used. They are

Classroom learning activities methods: This method includes direct presentation, discussions, reading, listening, etc., taught by the teachers.
Practical activity method: This method includes a practical description of the strategies. This practical knowledge enhances the learning skills and lives life by doing practical by own self.
Socialized techniques: This includes the learner involved in the practical activities and experiences which represent the functions and problems of agents in socialization.
Incident learning method : This gives the study of an episode or experience in the life of an individual group.

The need for Value Education

Now that we have discussed the importance of value education, you may still wonder why is it needed. The answer is simple. We have explained the same in the points below.

Moral awareness: Moral awareness should enhance the progress in science and technology towards the latest trends.
Shared values: This will enhance the traditional and social benefits of the person, which is essential for the nation to develop.
Consciously plan value education: This will establish formal learning as sometimes teachers pass values both consciously and unconsciously. There should be the encouragement of only conscious values.
Enhance thinking ability: The value of education enhance your thinking ability and moral values. Mental and social thinking increases to enhance good value towards society.

Clearly, value-based education is essential for the holistic development of a child. Value education develops a well-balanced individual with a strong character and value. That is why you should send your child to a school that offers valuable education. We hope this importance of value education essay has helped you. You can find more such information on our website or hire professional essay writers who will help you with academic writing. Send this article to friends and family and ask them to focus on value education more. Let us know your thoughts in the comment section below. For more information on the same or similar topics, ask us down below. We will provide all the required information to you at the earliest. If you have liked the content of this article, connect with us on our Facebook page .

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What is the Importance of Value Education is an enlightening and profound article. It beautifully delves into the significance of value education in nurturing well-rounded individuals with strong moral and ethical foundations. The blog elegantly emphasizes how imparting values is equally crucial as academic knowledge for building a harmonious and compassionate society. A must-read for educators and parents!

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Importance, types, and methods of Value education

What is value education?

Education today is not just confined to textbooks and classrooms. Activities & events taking place in everyday life also play a role in your holistic development. This is where the concept of value education comes into play. Here is everything you need to know about the importance of value education.

An overview to the value education, a life-long foundation , what is the importance of value education , value education in school, what are the different methods of teaching , key takeaways .

Renowned personality Nelson Madela rightly states, “Education is the most powerful weapon through which you can change the world.” However, in this quote, Nelson Mandela referred to two kinds of education: academic education and value education.

In today’s world, where there are several moral crises taking place, the need for value education is essential. Education, as a process, continues throughout life and occurs both, inside and outside the classroom.

If you want to learn more about the importance of value education and its role in your holistic development, keep reading!

Value-based learning is a form of training that emphasizes the personality development of individuals. This type of education allows you to tackle real-life situations with ease, helping you take the reins in shaping your future.

The importance of values lies in molding the youth, and aiding them in adapting to changing circumstances. Value education also plays an important role in helping individuals carry out social, moral, and democratic obligations.

Character, citizenship, emotional, and spiritual development are all its forms.

High-quality learning sessions can dramatically alter your personality and character. This form of training also emphasizes responsibility and ethical principles in organizations such as families, education institutions, businesses, and sports.

In today’s world, where moral crises are replete across the globe, the need for value-based learning is slowly gaining recognition. Value education is now seen as a discipline that must be inherent in traditional systems.

Here are some points highlighting the importance of value education in the global training system –

Value education plays an important role in helping you make the right decisions in difficult situations by weighing the different influencing factors. Therefore, such training can significantly improve your decision-making abilities.
The importance of values helps in overall character and personality development. Value training is an excellent way to improve mental & emotional strength. This allows you to realize and work through your emotions and thought processes in healthy and acceptable ways.
Through this excellent tool, you gain the skill of empathy. Empathy involves putting yourself in other people’s shoes (cognitively & emotionally). Empathy is a remarkable skill that can improve your overall ability to resolve conflicts and understand other opinions.
With age, the number of responsibilities you handle will significantly increase. One of the core skills taught by education is knowing how to manage all your responsibilities efficiently.
Finally, the importance of value education is emphasized with the concept of democratic thinking and applying the same practically. It can shape the way you think and respond to societal influences, allowing you to be a mindful citizen of your country.

Once you have learned the importance of this critical subject, the next step is determining what type is more suited to your requirements.

The teaching of values can begin at an early stage (from primary school) to the tertiary stage of learning and beyond. Therefore, finding the right fit for you is as simple as understanding what the different types of opportunities are –

Early age training

Several primary, middle, and high schools around the world are now including value education as a part of the course curriculum. Training to know its importance from an early age is one of the best ways to pick up the skills taught in this training.

Student exchange programs

Student exchange programs or gap year programs are one of the best forms of value education that create a sense of belonging and responsibility amongst pupils. Student exchange programs are also a unique way to explore different cultures and increase your awareness of human behavior & functioning.

This is an excellent opportunity for 1st and 2nd-year undergraduate students.

Workshops for adults

An alarming statistic worth noting is that people who are four to five years into their careers often display signs of irritation, unhappiness, fatigue, and burnout.

The relevance and importance for adults is, therefore, a concept that is now steadily gaining popularity across the global community.

Currently, there are two distinct theories about the unique nature of values. This has given birth to two different types of teaching methodologies, traditional teaching and innovative teaching.

Traditional teaching methods adopt a textbook and classroom-oriented approach to training students on ethics and values. Teachers often interact directly with the students, understanding their concerns one-on-one and answering accordingly.

Classroom activities often include direct presentations, discussions, reading & listening activities, and more.

On the other hand, innovative teaching is a more real-life-oriented approach to studying value education. Innovative teaching methods include practical activities, social situations simulations, and incident learning (sharing life experiences with students).

Often a combination of both traditional and innovative teaching methods is opted for by education systems around the world.

Together, these two types of training help in –

Rejecting discrimination and initiating debate & discussion on moral matters, thereby promoting collaborative leadership.
Emphasizing the idea that change begins with yourself.
Denouncing harmful societal norms and attitudes that stigmatize different cultural groups.
Value education is a discipline that is fundamental to all-around student learning and development.
Understanding the importance can help you gain all the relevant emotional and spiritual tools needed to work in different situations.
The learnings can be spread out across the course of your academic career. You can also opt for special education opportunities designed for a specific age group.
A combined form of the two types of value education training is one of the best ways to make the most of your learning experience.
It is also important to note that value education is a life-long process and is not limited to the classroom.

We hope you enjoyed reading this blog. In case of any queries, reach out to us or drop a comment below!

Liked this blog? Read next: Complete list of 100 graduate schools with low GPA requirements

Q1. Can I learn value education through co-curricular activities?

Answer – Absolutely! Several educational institutions around the world impart value education through co-curricular activities in school, such as creative writing & music. These activities help in enhancing physical, mental, and disciplinary values among students.

Q2. Does value education increase emotional intelligence (EQ)?

Answer – Yes, value education is known to increase emotional intelligence (especially if it is administered at an early age). EQ is a critical factor tested for a wide range of personal, academic, and professional opportunities.

Q3. Will I learn how to socialize better if I study value education?

Answer – Yes, you will! Value education helps you gain a newfound perspective on individuals and groups from different communities & walks of life. This bird’s eye understanding of different people is an excellent way to sharpen your socialization skills.

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The Role of Personal Values in Learning Approaches and Student Achievements

Kelum a. a. gamage.

1 James Watt School of Engineering, University of Glasgow, Glasgow G12 8QQ, UK

D. M. S. C. P. K. Dehideniya

2 Department of Education, University of Peradeniya, Peradeniya 20400, Sri Lanka; moc.liamg@ayinedihedkpcs (D.M.S.C.P.K.D.); moc.liamg@anammagitayukas (S.Y.E.)

Sakunthala Y. Ekanayake

Associated data.

The data presented in this study are available on request from the corresponding author. The data are not publicly available due to privacy.

Personal values play a significant role when adopting learning approaches by individuals during their studies. Particularly in higher education, these values significantly influence the character that individuals play within their learning community and ultimately influence their academic achievements. The purpose of this paper is to investigate personal values in their choice of learning approaches and, subsequently, how it impacts one’s academic achievements. It also investigates the importance of developing an individual’s personal values as a part of their wider studies, while aligning these with graduate attributes and balancing them with knowledge and skills, to produce successful graduates in a society.

1. Introduction

Values are the fundamental beliefs, behaviours and attitudes that have been approved and accepted as what is good by society for a long time. In the most general sense, they are considered as the virtues that a person holds in his or her life. However, philosophers, researchers, practitioners and many others have defined and addressed values from different perspectives concerning the respective discipline or contexts. Generally, values are viewed as inner realities of an individual that are reflected through habits, behaviours, beliefs, expectations and relationships. Values lay the foundation for an individual’s pattern of thinking and way of acting. They play a vital role in how one makes decisions, choices and builds perceptions and attitudes. Additionally, various studies on personal values have shown that they often guide decision making in all aspects of life such as career, religion, social circles and self-identity [ 1 ]. Another aspect of personal values is that they can be viewed as desirable motivational goals and interests of an individual or the guiding principles in life. In addition, they have been seen as the non-existent mental entities and as the outcomes of mental development. Consequently, values can be seen as the perceptions of psychological expressions or frame of mind. Moreover, they are consequential issues that manifest the personality of an individual. Hence, the realisation of personal values by the self is crucial and determines the growth and the existence of the self in any situation. Conversely, understanding another person’s respected values is also important.

As a consequence of the constant transformation of society in terms of culture, economics and politics, value and value systems have been unusually changed and distorted. In favour of the same idea, Daniela et al. [ 2 ] justify this by arguing, “with modernity it is normal that personal value systems support changes to harmonize itself to current requirements”. Initially, some of the personal values may be determined by birth and later greatly influenced and molded by education, experiences, society, culture and many other factors. According to Matthews et al. [ 3 ], an alteration in lifestyle, cultural environment and economic circumstances, individually or a combination of these factors, can cause values to change. Personal value systems can be viewed as a relatively permanent framework that exists within an individual which decides what is good or bad for himself or herself and his or her companions. In addition, it shapes and influences the general nature of an individual’s behaviour. Researchers have found that personal values developed early in life may be resistant to change and may be derived from those of particular groups or systems, such as culture, religion and political party. However, personal values are not universal. Genetically inherited features and external factors including education may determine one’s personal values. Essentially, the antecedents of values are culturally embedded in society and its institutions [ 3 ] and are socially determined [ 2 ]. Although a personal value is an internal phenomenon, the motivating force to adopt the value is seen as emanating from a diverse range of external sources [ 4 ]. As values directly influence one’s entire lifestyle, a discussion of values and value systems, their place within changing socioeconomic contexts and how they affect individuals and society has universal relevance.

The value systems of a society always determine human activity in social life, education and professional life. Values are seen as a key component of organisational culture and are repeatedly defined as the principles accountable for the successful management of the organization [ 5 ]. Arambewela and Hall [ 6 ] support the same issue, stating [ 7 ]: personal values have long been considered an important variable in understanding consumer behaviour and decision making. As a result, the interest in knowing the drivers behind consumer attitudes and behaviour has encouraged marketing researchers to investigate human values [ 8 ] (Anana and Nique, 2014). Hence, many researchers have emphasised the need and advantage of studying the impact of personal values on the sustainable existence of an organisation.

Investigating the influence of values on assessments made by people on their career choices is another trending research area. In general, professions such as teaching, medicine and nursing are strongly attached and influenced by values. The results of a research study by Anana and Nique [ 8 ] has concluded that students choosing some careers are more typical, based on their values than others, and that some values are more typical of some careers than others. Thus, personal values have been taken as the main focus in the research in a variety of fields and academic disciplines ([ 3 ] cites Feather, 1975). In this regard, the need for identifying different scopes of human values is a timely requirement. Since professional values are also shaped and influenced by personal values, indeed a discussion on personal values can be regarded as an issue that unchanged over time.

There has been a growing concern over the erosion of values among youth during the past few years, and it is continually progressing. At the same time, the need for facilitating value development has become the greatest challenge ahead in the field of education. The effects of the value given to material comforts, money, fame and success are prominently reflected through the present younger generation. Hence, there is a considerable emphasis in this new century on the development of values: tolerance, social justice, open-mindedness, empathy and deep respect for others. Since realizing values and adopting and displaying them as one’s personality is closely associated with education, values education is given a greater emphasis today to ensure the continuity of societies. The functions of education in molding student’s moral, spiritual and sociocultural life are some of the areas that have received renewed attention in the recent past. In addition, they have long been considered important variables in understanding student behaviours, attitudes and achievements. Consequently, the outcomes of Branson [ 4 ] provide an insight into the benefits of value-based studies in educational management and administration. The realization of value can offer assistance in organizing the learning process by explaining and understanding students’ reactions to various situations and tailoring and evaluating the learning experience. Though students’ learning takes place within the self, it is not an isolated process. Research has confirmed that learning is affected by a variety of internal and external factors. Researchers have observed variations in students’ learning approaches, and furthermore, they have found qualitative differences in learning outcomes that were related to the approaches taken (Matthews et al. [ 3 ] refer Marton and Saljo [ 9 ]). Accordingly, if the personal values deal with the behaviour of a person, learning may also have influenced by personal values. Based on that assumption, a number of researchers study the composition and structure of students’ learning approaches and personal values [ 10 ] and their interconnections have been observed in various contexts. Research in this area confirms that values are related to different approaches to learning and they may change according to the circumstances. Considering the students’ behaviour in different academic situations, researchers have categorized the learning approaches into different groups. Furthermore, researchers have attempted to build up the connections between learning approaches and specific personal values. For example, as referred by Matthews et al. [ 3 ] and Tarabashkina [ 10 ], personal values such as achievement and power were related to the achieving approach, security and tradition values to the surface approach, and self-direction and universalism to the deep learning approach. In addition, this relationship was confirmed by a number of studies with some variations.

The values occupy a pre-eminent position on the agenda of researchers in education and many other domains as they impact behaviour, attitudes, expectations and all the other personal characteristics and constructs. Hence, this paper seeks to contribute by reviewing the available literature on the role of personal values concerning learning approaches and student achievements. The review centres on the following given objectives.

To investigate the role of students’’ personal values in their choice of learning approaches;
To investigate the impact of personal values on one’s academic achievement;
To investigate the importance of developing individual’s personal values as a part of their academic life;
To investigate how one’s personal values shape the learning community around that person and vice versa.

2. Background Literature

The background literature aims to synthesise the most relevant research outcomes for the main topic of study under the four main areas: personal values, personal value theories, value education and learning approaches. The concept of personal values is quite closely connected with value theories and value education. In reality, they are inseparable and cannot be treated separately since they are branches of the same root. About the very same idea, to define, describe and to understand personal values, several frameworks have been used by the researchers. Thus, the historical evolution of personal values can be identified through the presented frameworks. Moreover, as the literature suggests, through empirical evidence, there exists a relationship between personal values and students’ learning. Hence, uncovering the background literature through the above four areas are important for the total comprehension of the reader.

2.1. Personal Values

As a whole, personal values significantly influence all aspects of one’s life. It is also obvious that values contribute to the building of one’s personal and social identity. Understanding the concept of personal values is indeed a complex process. Over the past years, it has been viewed diversely analysing from the individual level and up to organisational, institutional, social and cultural levels [ 2 , 11 , 12 ], resulting in several definitions addressing different scopes.

Personal values or individual values are the values to which an individual is committed and which influences his behaviour [ 13 ]. As Ledden et al. [ 14 ] view, value perceptions are the result of a cognitive trade-off between benefits and sacrifices. According to Rokeach [ 7 ], a value is a long term belief that a certain path or purpose of existence is preferable from the social and personal point of view over another one in the opposite [ 2 ]. Furthermore, values can be referred to as interests, desires, goals, needs and standards of preference [ 3 ]. (Ros [ 15 ] supports the same concept and states, “a value is a desirable state, object, goal or behaviour transcending specific situations and applied as normative standard to judge and to choose among alternative modes of behaviour” [ 2 , 15 ].

Moving a little from the basic components mentioned in the previous definitions, Anana and Nique [ 8 ] say that a value is a reference people use to judge themselves and others or to influence the values, attitudes and actions of other people, such as children. People who use the features obtained through the sense organs in defining other beings can benefit from the impressions they have emotionally in attributing importance to that being and appraising it [ 16 ]. These emotion-based impressions are generally called “values”. Another definition suggests that values are systematic and, to some extent, precise ideas that ensure the interaction of an individual with the environment [ 17 ]). Regarding the concept of personal values, Mashlah [ 5 ] and Daniela et al. (2013) [ 2 ] refer to Schwartz and Bilsky’s [ 18 ] and Schwartz’s [ 19 ] definition of values as a combination of five main features: values are (a) concepts or beliefs (b) about desirable end states or behaviours (c) that transcend specific situations, (d) guide the selection or evaluation of behaviour and events and (e) are ordered by relative importance. Analytical observation on the definitions of values shows that they are more or less diverse in meanings. Basically, terms such as interests, beliefs, desires and behaviour have been used in common in definitions. However, when focused, it is evident that values have been defined as concerning the cognitive, affective and behavioural aspects of an individual.

In contrast to the above, Ledden [ 14 ] calls attention to another two important points referring to the relevant literature. Firstly, based on the literary evidence, researchers state that value’s loose definition and the diverse nomenclature used by authors have collectively led to some authors using the term value interchangeably with concepts such as satisfaction, quality and values, particularly with the personal values that guide human behaviour such as beliefs of right and wrong. Secondly, as Ledden states [ 14 ], despite the consensus on terms and definition of values, the literature evidences some confusion in differentiating between the concept of the value and the notion of values. The argument is supported with an important distinction between value (singular) and values (plural) marked by Holbrook [ 20 ], defining the former as a preference judgment and the latter as the criteria by which people make such preference judgments; thus, value is related to, but distinct from, the concept of values. In a general sense, this diversity possibly emerges through the variations in values referred to in different research domains.

Adhering to the research outcomes, Branson et al. [ 4 ] discusses the adoption of values by a person. As explained by values theory, a person’s values are dependent upon his or her consciousness and those values are unique to the person. Research shows that people do not learn values, but rather, they unconsciously adopt values. For example, values are adopted subliminally rather than being consciously selected and deliberately adopted by the individual [ 4 ]. Each person sees a unique and specific view of their world due to the influence of his or her conscious perceptions.

Turning to the historical traces of debates and discussions on personal values, values are abstract concepts that have been studied since ancient times [ 21 ] and can be traced back to the lessons from Aristotle, Plato and Socrates [ 15 ]. Evidently, research into value education has been carried out for almost centuries [ 3 ] and continues today. As a result, several definitions and models have been suggested and empirically studied over the past years. Despite the key components and focuses, several models are found frequently cited in the research literature. As Hanel, Litzellachner and Maio [ 11 ] suggested, the following are at the forefront of all the other individual value models.

Spranger’s (1921)—Model of types of people;
Rokeach’s (1973)—Instrumental and terminal values;
Schwartz’s—The Schwartz (1992) theory of basic human values;
Gouvela’s (2013)—Functional theory of values.

Value theories focused on values at the individual level as well values can also be described on a cultural level. As Hanel, Litzellachner and Maio [ 11 ] refer, three prominent approaches of this type were proposed by Inglehart, Hofstede and Schwartz [ 19 ].

Particularly for this article, Schwartz’s model of human values is adopted as the fundamental theory to discuss the issues highlighted in the objectives since it has been referred to as the theoretical ground of a number of recent research studies on personal values in a variety of contexts. Specifically in the studies which examined how the basic values relate to various attitudes, opinions, behaviours, personalities and background characteristics. In addition, it has been used in hundreds of studies that assessed value transmission and development in an individual from childhood to adolescence and value change over time. Moreover, the theory itself concerns the basic values that people in all cultures recognize [ 19 ]. Thus, it can be accepted as universally applicable without any bias. Additionally, considering the very diversity of meanings of the construct of values, the sociopsychological aspects of values are focused on throughout this article.

2.2. Personal Value Theories—Schwartz Theory of Human Values

Values can range from the simplest forms, such as punctuality and kindness, to pretentious forms such as self-direction, universalism and conformity. Over the past years, various value models have been proposed and empirically supported [ 11 ]. All of them have often defined human values as abstract ideals that guide people’s behaviour and are crucial for explaining social and personal organizations and tracing their changes due to various factors. Among the different value models that have been suggested, the Schwartz [ 18 ] theory of basic human values is found frequently cited in the literature.

As Schwartz described, there are six main features of values according to the theory [ 18 , 19 ]: values are beliefs linked inextricably to affect, values refer to desirable goals that motivate action, values transcend specific actions and situations, values serve as standards, values are ordered by importance relative to one another and the relative importance of multiple values are guides to action. These six features apply to all values. Furthermore, theory distinguishes ten basic values (value types) which encompass the range of motivationally distinct values recognized across cultures. These values are likely to be universal because they are grounded in universal requirements of human existence. However, they differ in their motivational content. The definitions of the ten values in terms of the broad goals they express in Table 1 .

Values and the motivational goals—the Schwartz theory of personal values.

He presented the structural model of basic values which takes the form of a circle. Complementary values, i.e., values that are similar to motivational content, are located side by side on this circle while competing values are located at opposing sides [ 18 , 19 ]. The closer any two values in either direction around the circle, the more similar their underlying motivations; the more distant, the more antagonistic their motivations [ 19 ]. It seems that the whole set of ten values relates to each other closely or distantly and by that mean they may interrelate with any other variable such as behaviour, attitude, age, etc. ( Figure 1 ).

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Theoretical model of relations among ten motivational types of values.

2.3. Value Education

The concept of values has been defined differently in the literature depending on the contexts and the situations. However, along with the rapid changes in the world, the concepts of values and value education have gained renewed attention due to the increased social immorality [ 21 ]. Value education can address different forms and definitions. In religious senses, it is most possibly defined as moral and spiritual development. To sociological concepts, it can be termed as the part of socialisation and personality development or the transmission of cultural elements. In the dimension of education, it is addressed through citizenship education. However, in the most general sense, value education stresses the process by which people develop moral values and transfer them through factors such as social relationships, religion and education.

The values, attitudes and personal qualities of young people and the role of the school in spiritual, moral, social and cultural development have received renewed attention in recent years [ 21 , 22 , 23 ]. As education is a personality-building process [ 24 ], school education is challenged by preparing students to face the complexities of future life. Rapidly changing socioeconomic structures and their consequences in terms of patterns of work, family life and social relationships requires an educational response. In that context, experts have recognised the 21st century school curriculum as the most influential mode of transferring values to the younger generation other than the family and other immediate social units. Sahin [ 16 ] suggests that implicit or planned values education in schools plays an active role in transferring values from society to society. By its definition, value education refers to those pedagogies that educators use to create enriching learning experiences for students and addresses issues related to character formation [ 25 ] and moral development. Moral values are the values that make individuals distinguish between what is good or bad and right or wrong and simply it gives the ideas about the good personal and social life. Halstead and Tylor [ 21 ] refer to a discussion document on Spiritual and Moral Development and highlight that the moral values that school should promote are telling the truth, keeping promises, respecting the rights and property of others, acting considerately towards others, helping those less fortunate and weaker than ourselves, taking personal responsibility for one’s actions and self-discipline. Moreover, schools reject bullying, cheating, deceit, cruelty, irresponsibility and dishonesty.

Sahin [ 16 ] has identified the four main characteristics of values education as:

To raise individuals’ awareness of universal (ethical), cultural values, and their importance;
To relate democratic attitudes and tolerance to multiculturalism;
To evaluate all values with the criteria of improving people’s living conditions and facilities;
To turn life into knowledge and/or knowledge into life considering concrete problems related to ethical values.

Sahin [ 16 ] views the main purpose of values education as to make values permanent behaviours in students. Providing students with the knowledge and insight into values and beliefs that enables them to reflect on their experience in a way that develop their spiritual awareness and self-knowledge, teaches them the principles which distinguish right from wrong and teaches students to appreciate their cultural traditions and the diversity and richness of other cultures are among the basic functional aspects of value education provided through the school education [ 21 ]. Accordingly, the particular theme of value education is directly related to inculcating moral values in students, and it can be identified as another phase of personal value development since the same aspects are named and described in personal value models and frameworks in more or less similar terms. For example, the features that institutions wish to promote through moral or value education are discussed in the ten basic values in Schwartz theory of basic values under the themes of conformity, benevolence, tradition, security and universalism. As Schwartz [ 19 ] views, benevolence and conformity values both promote cooperative and supportive social relations and both values may motivate the same helpful act, separately or together. Traditional values imply one’s affection towards religious beliefs and respect for tradition and customs while security values inspire one’s need for safety and harmony. Hence, through value education, it develops values such as conformity, security, universalism and benevolence.

In developing values in individuals, it is widely recognised that schools are not the only nor are they the greatest influence on the values, attitudes and personal qualities of young people, but parents, communities and other agencies are also influential [ 21 ]. The early-stage value development through the family, neighbours, practice of religion, culture and nursery forms the foundation for the personal values system that one holds. It can be further sharpened through the formal and informal educational and cultural practices in the school or any other institution.

2.4. Learning Approaches

Approaches to learning mainly focus on how children engage in learning referring to the use of skills and behaviours. In addition, they are discussed incorporating emotional, behavioural and cognitive domains. Learning is a process of changing behaviour through experiences and is relatively a permanent product. Hence, it is important to understand student learning approaches to improve and maintain the quality of the learning experience. Beyaztas and Senemoglu [ 26 ] define learning approaches in terms of how a learner’s intentions, behaviours and study habits change according to their perception of a learning task to the context which the learner regards.

According to Lietz and Matthews [ 27 ] two major perspectives have guided theory and research into student learning: The first is The Self-Regulated Learning (SRL) rooted in North America, and the second is The Students’ Approaches to Learning (SAL) that is prominent in Europe and Australia/Southeast Asia. In parallel to that, Matthews et al. (2007) [ 3 ] cite Biggs’ [ 28 ] findings on Asian student learning approaches, and according to it, learning is based on two types: the Information Processing Approach and the Contextually and Experientially Based Learning Approach. The above findings specifically refer to the geographical region and it is reasonable to pose the argument that the variation patterns in learning approaches are existing to the sociogeographical factors such as country, region and culture.

Biggs [ 29 , 30 ] specified three distinct approaches (see Table 2 ) to learning namely, The Surface, The Deep and The Achieving approaches to learning [ 3 , 27 ]. In addition, each approach is composed of a motivation that directed learning and a strategy for the implementation of the learning approach [ 3 ].

Motivations and strategies in student approaches to learning.

Note. MNNote. Matthews et al. (2007) [ 3 ] following Biggs [ 29 ] and Murray-Harvey [ 31 ].

Li’s [ 32 ] perspective on student learning approaches is quite different from the above and states that students are smart in different ways and have different learning approaches. According to Na Li, the two major perspectives of learning are the constructivist and student-centred learning approaches: Inquiry-based learning, Problem-based learning, the Situated and embodied cognition model, Self-regulated learning and Cognitive apprenticeship model and Technology-enhanced learning approaches.

Research into learning approaches has focused on studying the impact of background factors such as gender, sociocultural backgrounds, discipline area, personal values and the learning culture of students. As highlighted by Lietz and Matthews [ 27 ], Cano-Garcia [ 33 ] has shown that older female students tended to score higher on the deep and achieving approaches to learning than younger male students. In addition, studies of Jones et al. [ 34 ] and Smith and Miller [ 35 ] reflected strong relationships between learning approaches and academic disciplines. Beyaztas and Senemoglu [ 26 ] reveal another dimension of research on learning approaches in relation to the examination on students’ learning and studying behaviour towards exams and exam types. Results of these interventions revealed that students’ learning approaches change according to the examination type they were preparing for and Ramsden [ 36 ] has proposed strategic learning approaches for students who have more exam-oriented study behaviours.

Another major area that researchers concentrated is changes in the learning approach over time. A number of cross-sectional and longitudinal studies have investigated changes in learning approaches over time [ 3 , 10 , 37 ]. Both Lietz and Matthews [ 27 ] and Tarabashkina and Lietz [ 10 ] refer to the same group of studies that investigated changes in learning approaches over time. As they arranged into the chronological order the earliest, Watkins and Hattie’s [ 38 ] study on a sample of undergraduate students found that the longer students had studied, the more they displayed characteristics of the deep approach to learning. Contrary to the results of their first study, Watkins and Hattie’s longitudinal study [ 39 ] showed no evidence of students’ deep learning approaches intensifying over time. However, Biggs [ 29 ] reported a general decline in the deep approach from the first to final year of study in a sample of undergraduate students in Australia. However, no significant changes were observed for other learning approaches. In the study by Gow and Kember [ 40 ], results showed that older students used the deep approach significantly more often than younger students. In addition, students at the beginning of their studies appeared to prefer an achieving approach compared to students who were further advanced in their studies. In addition, the more time that had elapsed since leaving school, the fewer the number of students who displayed characteristics of the surface approach. In another study by Kember [ 41 ], it was uncovered that younger students showed a preference for a more superficial approach in a comparison of first, second and third-year students. In contrast to the results of his study in 1990 [ 40 ], he found that first-year students showed significantly higher scores on the deep approach to learning than second and third-year students. Zeegers’s [ 42 ] study on a class of chemistry students over 30 months has shown a significant decline in the achieving strategy and a significant increase in the surface strategy over the time of the study. For the deep approach, no statistically significant changes emerged over time. Another study carried out by Matthews [ 3 ] on the same issue discovered that students’ approaches to learning generally became deeper over time. In contrast, Cano’s [ 33 ] study observed a significant decline from junior to senior high school with regards to the deep and surface learning approaches both in boys and girls.

In general, preference for a deep learning approach has emerged as the major concern of all studies, and there is no specific pattern of applying a particular approach for learning among the students. Hence, there may be some other background factors influencing the selection and application as well as the changing of a specific approach to learning. In the point of factors affecting students’ learning approaches, Beyaztas and Senemoglu [ 26 ] summarize the 3P model (Presage, Process and Product), and according to it, prior knowledge, abilities, preferred ways of learning, values and expectations, teaching context (including the curriculum) and teaching methods affect the student’s selection.

As revealed through the research studies, approaches to learning are probable to change in response to gender, ability, formal teaching authority, time, personal values [ 3 , 27 ], the requirements of and as an adaptation to new environments, the learning culture and the academic discipline and its nature [ 10 , 27 ]. Additionally, as Beyaztas and Senemoglu [ 26 ] state, referring to an early study of Ramsden [ 36 ], students’ perception of their teachers and departments also have important effects on their learning approaches. In addition, the curriculum and sociocultural environment also may have an effect on selecting the learning approach. Thus, it can be concluded that students’ preference for learning approach is influenced by several factors and they may be inborn or situational. In other words, learning approached may be a result of a combination of several internal and external factors including personal value traits.

3. Methodological Design

This research is based on a systematic review of the literature with a narrative summary that exclusively depended on online databases. The predetermined selection criteria, which are given in Table 3 , were applied during the database search screening of the text titles, abstracts and whole texts.

Inclusion and exclusion criteria.

Following the above-mentioned criteria, full texts that were reported within 20 years were purposely selected due to the availability of a limited number of accessible resources to retrieve the literature. In relation to the year of publication, the search action was conducted with the use of online databases. As the main sources of data, Google Scholar, JSTOR and Elsevier were used. The ResearchGate database was also used for the search of resources.

The comprehensive search resources were completed based on a wide range of key terms and phrases including “values”, “personal values”, “learning approaches”, “learning communities” and “learning approaches—academic achievement and value education”. However, similar terms that are often used interchangeably in the literature were also used. In particular, with regards to the concepts of personal values and value education, they have also been searched through the terms “humanistic values”, “soft skills”, “social skills” and “moral education”.

As the search action resulted in a limited number of appropriate and accessible sources, the reference section of the found texts were studied in the search for more relevant texts. After the exclusion of sources that did not satisfy the criteria in Table 3 , 38 texts were selected for analysis. The content of the selected resources was studied and analysed in detail. Then, the required data were organized under four main themes following the study objectives.

4.1. Objective 1: To Investigate the Role of Students’ Personal Values in Their Choice of Learning Approaches

In the most general sense, approaches to learning describe what a student does when he/she is learning and why he/she should do it. In other words, it is the way that students perceive and value the learning process and how they behave during the process. As suggested by the aforementioned facts and information, education correlates with personal values. Hence, a considerable number of educational studies have been carried out to examine the composition and structure of personal values and their relationships with learning approaches. Values are considered to be precursors as well as predictors of behaviour [ 3 ]. In the same way, studies have proven that a tendency towards certain types of behaviours depends strongly on the structure of one’s values. Conversely, learning can be seen as a type of individual-specific behavioural pattern. In that respect, it is justifiable to accept that there is a relationship between personal values and the learning approaches of students. In addition, the values are believed to be influenced by background factors such as religion, culture, political factors, age and many others. Assuming that they also definitely influence in preference of a student’s learning approach, research into learning approaches has focused on a variety of backgrounds. According to Lietz and Matthews [ 27 ], research studies have focused on studying the differences in choice of learning approach and personal values relationships depending on gender, discipline area of study, prior performance and the experiences of students, especially the students who undertake higher education in another country. With regards to personal values, researchers in this context have confirmed that values are correlated with different learning approaches.

The influence of personal values on life goals are better described as follows: “values refer to desirable goals that motivate action” [ 19 ]. Wilding and Andrew’s [ 43 ] study results of “Life goals, approaches to study and performance in an undergraduate cohort” can be discussed taking that as the ground. According to them, the deep approach and the surface approach are the two main approaches to studying that have been distinguished by several researchers. In addition, an achieving or strategic approach employs either deep or surface strategies, depending on the demands of the task. The research aimed to investigate factors contributing to the choice of the preferred study approach at university and relations between these factors and academic performance. Based on the results, as the researchers state, this study has shown that approaches to study are related to wider attitudes to life or the general life goals and relations were found to be consistent with the deep approach being associated with altruistic life goals and the surface approach being associated with wealth and status life goals. The achieving approach was related to both types of life goal, but more strongly to wealth and status life goals.

The most frequently referred research of Matthews [ 3 ] on sojourner students in Australia has found interesting relationships between values and learning approaches. From the three pairs of canonical variables that emerged out of the analysis the first pair of variables illustrated that students with clearly defined value structure had equally well-defined learning motivations and strategies. The second pair of variables showed that students who had low integrity values showed a higher preference for surface or superficial learning. In contrast, the third pair of variables indicated that students who had a lesser emphasis on values associated with the Confucian ethos showed a strong preference for the deep strategy [ 3 ].

In the study of “Values and Learning approaches of students at an international University”, Matthews, Lietz and Darmawan [ 3 ] relate the ten values postulated by Schwartz et al. [ 18 ] to Biggs’ [ 29 ] six subscales and the relationships between values and approaches to learning has been estimated by canonical correlation analysis. It has revealed that values can be linked to learning approaches even in a situation where students have left their home countries to undertake tertiary studies in a new social, cultural and educational environment. There, the results have been interpreted to the higher-order values: self-aggrandisement, conservatism, self-directedness and benevolent change, which were initially termed as self-enhancement, self-transcendence, openness to change and conservation, respectively, as proposed by Schwartz [ 18 ]. Four distinct pairings between values and learning approaches were established: (a) self-aggrandisement (Achievement and power values) is linked to the achievement learning approach, (b) conservatism (universalism and benevolence values) relates to the surface learning approach, (c) self-directedness (self-direction and stimulation values) is linked to the deep learning approach and (d) benevolent change (conformity, tradition and security values) is related to the learning strategies variables were emerged as the results.

In terms of the main research question, the impact of students’ personal values on learning approaches and changes in them over time of Lietz and Matthews [ 27 ] longitudinal study on “The Effects of College Students’ Personal Values on Changes in Learning Approaches” has given mixed results. The three-year study results have shown no changes within students in the deep and surface approaches to learning but a significant decline for the achieving approach, particularly for students who previously experienced a more formal teaching authority. As they described, the students who identified to a greater extent with the achievement, hedonism and security values have demonstrated a higher achieving approach to learning at the start of their higher education. Conversely, but in line with expectations, students who valued having fun and a good time more than other students have displayed fewer characteristics of the achieving approach to learning. However, none of the personal values were found to influence how the achieving approach to learning changed over time. Based on the research outcome they have concluded that, while personal values appear to explain differences in learning approaches at one point in time they do not seem to contribute to explaining changes in learning approaches over time. In that case, as explained in a similar study by Matthews (2007) [ 3 ] students are likely to change both their personal values and learning approaches due to the influence of the new environment or it may result to pursue their education.

Parallel to the theme of the above studies, Tarabashkina and Lietz [ 10 ] carried out a longitudinal research study on “The impact of values and learning approaches on student achievement: Gender and academic discipline influences” using a cohort of international students who started their three-year Bachelor of Arts or Bachelor of Science degrees in September 2004 at a university in Germany. According to the results, hedonism and achievement were consistently related to the achieving approach over three years, whereas the achievement value probably had a large positive effect on the achieving approach, and hedonism (that is, the tendency to have fun) was negatively related to this approach across all occasions. Hedonism was also consistently and negatively linked to the deep approach throughout all years, whereas self-direction had a positive impact on this approach over a two-year period. Self-direction emerged as a constant predictor of the surface approach, although in the opposite direction to this effect for the deep approach.

Accordingly, the reported literature provides insights that the personal values and learning approaches are two components that occur at the same time with parallel construction. In addition, it establishes the relationship regarding how personal values are linked with different learning approaches and how these interrelationships change over time.

4.2. Objective 2: To Investigate the Impact of Personal Values on One’s Academic Achievement

Personal characteristics such as skills, abilities and values, academic adaptability, concern on learning objectives, decision making, innovation and communication are some of the main features of any valid evaluation criteria. When elaborating on the state of personal values in line with its impact on one’s academic achievement, knowledge as a human-specific activity is in direct relation with the way a person through his values perceives the world, the phenomena and events Daniela et al. [ 2 ]. The values favoured by different individuals can be more or less equal or different. Similarly, within each unique and specific view of the world, each person attributes different values to the same experience or the same value to different experiences [ 4 ]. Accordingly, the existing similarities and differences in values cause much diversity in behaviour. Typically, human beings tend to adapt their values according to the circumstances. In addition, it can be assumed that the values do reflect themselves through all the activities of individuals. Identifying the worth of studying these variations, in addition to exploring the link between values and learning approaches, the relationships between personal values and academic achievement, including the effect of factors such as gender and academic discipline, has been carried out by scholars. As the literature notes, the achievement motive and achievement goal are different in their nature, but they both share a commonality in terms of the role that individuals’ values may play as their underlying antecedents [ 44 ]. The argument is further confirmed citing Kaplan and Maehr [ 45 ], and they contend that individuals’ achievement goals are associated with their values. Similarly, values are considered desirable goals and individuals work hard to pursue them. Hence it is justifiable to say that in the academic setting students personal values or their personal goals substantially influence the academic achievement of the students.

Among the several research studies made to study the impact of values on academic achievements, Bala [ 46 ] discusses the values and adjustment problem of high achievers and low achievers based on a sample of 100 students from two senior secondary schools. There, the researcher has considered values in terms of theoretical, economic, aesthetic, social, political and religious values and adjustments related to social, health and emotional, school and home values. Achieving one of the specific objectives to determine the nature of the values of High and Low achievers, it arrives at several conclusions: (a) Higher achievers are more theoretical and social in comparison to low achievers and they have a dominant interest in knowledge, learning and believe more in kindness, charity and love; (b) High achievers and low achievers are similar as far as religious value is concerned; (c) Low achievers are more economic in comparison to high achievers. They believe more in materialistic life than high achievers; (d) High achievers are more political in their approach in comparison to low achievers; (e) Low achievers are superior on the aesthetic value in comparison to high achievers.

There has been little research to study the effect of a school’s disciplinary climate on improving students’ learning and academic achievement. However, the available past and present research support the view that student learning is immediately affected by the nature of the school’s disciplinary climate [ 4 ] as it controls students’ conduct by restricting the engagement in misbehaviour during school time and, thus, enhance student learning.

According to Ma and Willms [ 47 ], research findings based on a sample of grade 8 students in the US, the two most important disciplinary factors that affect academic achievement pertain to whether students were concerned about class disruptions, the proportion of students who talked to a school counsellor or teacher about disciplinary matters and the effect of the teacher–student relationship. As they revealed, with respect to the effects of indiscipline on academic achievement, the disciplinary measure that had the strongest relationship to academic achievement pertains mainly to classroom disruption. Additionally, they say that the effect of behaviour concern, which is a more traditional indicator of disciplinary climate, was negatively related to academic success. As they have found that students’ indiscipline has a significant detrimental effect on their academic achievement, to improve academic achievement from the perspective of a disciplinary climate, providing an orderly classroom environment has been suggested as a remedy.

Research conducted at the individual level has consistently shown a correlation between low cognitive ability, poor academic performances, learning disabilities, delinquency and particularly the relationship between academic performances and discipline [ 47 ]. In schools where advantaged students are concentrated, there will be fewer discipline problems and higher achievement levels as they completely target academic success rather than other issues, whereas schools serving disadvantaged students will have even worse discipline problems and lower levels of academic achievement. Ma and Willms [ 47 ] support that claim with Hawkins and Lishner [ 48 ], who have framed the relationship between academic performance and discipline as a circular process. School misconduct in the early elementary grades, combined with low ability or learning disabilities, are antecedents of poor academic performance in the late grades; poor academic performance in the late elementary grades leads to a low commitment to educational activities, disaffection toward school and an association with delinquent peers. These factors lead to dropping out or to delinquent behaviour. Value education is another concerned faculty that is gaining much concern in education. The results of a study on students attending character education and some of which did not have shown that the scores of those who underwent character education were higher than the scores of others [ 49 ]. As a whole, according to these authors, schools’ or any other learning community’s disciplinary climate acknowledges that better-behaved students generally are higher academic achievers. On that basis, as highlighted in the aforementioned discussion, if personal values are considered as abstract ideals that guide people’s behaviour, then there should be a correlation between delinquent behavioural patterns, cognitive ability level, academic performance and the personal values of an individual.

Liem et al. [ 44 ] examined the relationships between values, achievement motives, achievement goals and academic achievement among Indonesian high school students. There, in terms of the relationships between values and achievement motives, findings indicate that security and conformity values are positive predictors of the social-oriented achievement motive; self-direction is a positive predictor of the individual-oriented achievement motive, whereas hedonism is a negative predictor of both achievement motive orientations. There is also evidence for the direct effects of values on academic achievement. How personal values influenced students’ learning approaches and in turn, how they related to students’ achievement has been examined several times, and they have resulted in more or less similar results, as in Liem et al. [ 44 ]. Accordingly, Wilding and Andrew [ 43 ], based on their study cohort behaviour, have observed that those with less interest in wealth and status life goals produced better academic results. In other words, the successful students would seem to apply themselves more (or more effectively) to the immediate task rather than wider ambitions. Hence, they concluded the two variables associated with better performance were a self-reported achieving approach to learning, reflecting good organization and a systematic programme of study and a lower emphasis on wealth and status achievement in life. Furthermore, they stress that Biggs’ achievment approach to learning has consistently been shown to be positively related to academic performance, but neither the surface approach nor the deep approach has shown any such consistent relation. In contrast to that, the results of a study on a sample of university students by Tarabashkina and Lietz [ 10 ] showed that specific combinations of values were related to each learning approach and their relationship with the academic achievement of students over three years. In general, certain consistencies of these relationships have been observed throughout the study period. The deep and achieving learning approaches were associated with higher achievement, whereas students who displayed more characteristics of the surface learning approach had lower academic performance. Through statistical analysis, they built up the positive and negative relationships between personal values and learning approach: (a) Achieving learning approach—self-direction, achievement and hedonism; (b) Deep learning approach—self direction and hedonism; (c) Surface learning approach—conformity and self-direction. As they found, if the deep and achieving learning approaches were associated with higher achievement, then it can be assumed that self-direction, achievement and hedonism values are consistently associated with academic achievements, affecting them negatively and/or positively.

Similarly, the research findings of the study on learning approaches of successful students done using freshman students ranked in the top one percent portion in a university placement exam (2013) in Ankara by Beyaztaş & Senemoğlu [ 50 ] were supported with the similar research literature and has shown that students can enhance their level of success by increased use of the deep learning approach and decreased use of the surface approach. Furthermore, references made in Watkins’s [ 51 ] meta-analysis of 60 studies addressing learning approaches and academic achievement found a negative relationship between academic achievement and surface learning approaches in 28 studies, a positive relationship between academic achievement and deep learning approaches in 37 studies and a positive relationship between academic achievement and strategic learning approach in 32 studies. Additionally, in a study by Senemoğlu [ 52 ] a positive and meaningful relationship was found between Turkish and American students’ perceived level of success and learning approaches. This study reported that students who perceived themselves to be successful tended to adopt deep and strategic learning approaches, whereas students who thought they were less successful used surface learning approaches in both countries. According to the outcomes of the above-mentioned research studies, any consistent assumptions cannot be made about the correlation between the effectiveness of the learning approaches and students’ academic achievements or about how learning approaches influence academic performance. As emerged in the previous research literature, students’ learning behaviour along with personal values may change according to the circumstances and, in turn, it makes a direct effect on the students’ academic achievement.

4.3. Objective 3: To Investigate the Importance of Developing Individual’s Personal Values as a Part of Their Academic Life

Education is a combined process in which the advancement of knowledge, development of skills and the acquisition of beliefs and habits progress from an earlier age. Education providers, especially schools, play an important role in helping young people to develop and manage their physical, social and emotional well-being, and to live and work with others in different contexts. Specifically, they are partly responsible for enlightening an individual in both personal and professional areas. In that sense, personal value development is given a prominent place in most of academic interventions since they are considered as the concepts of beliefs that guide behaviours, attitudes and social norms. Education is naturally and inevitably directly related to a person’s goals and values [ 53 ]. The objective of developing an individual’s personal values as a part of academic life has been discussed, mainly concerning the theme of value education in many of the studies. In general value, education occupies an impressive place in contemporary society and school education is the most influential means of developing an individual and the schools are meeting places of value and are also full of values [ 54 ].

Values education itself has been defined simply as a purposive attempt to teach what is good or bad. As Iscan and Senemoglu [ 49 ] define it, values education is an open initiative aimed to provide instruction in values, value development or value actualization. According to the definition underpinning the Value Education Study, Australia [ 55 ], ‘Values education’ is broader and refers to any explicit and/or implicit school-based activity to promote student understanding and knowledge of values and to inculcate the skills and dispositions of students so they can enact particular values as individuals and as members of the wider community. Beena [ 56 ] says that value education given at schools is much concerned with striving for personal wholeness as well as generating a responsible attitude towards others and an understanding of wrong and right behaviour. For Thornberg and Oguz [ 57 ], all kinds of activities in schools in which students learn or develop values and morality are often referred to as values education. It seems that through the value education at school, children are encouraged to explore the powers of good and bad while unconsciously setting appropriate limits to behaviour. In relation to the Schwartz theory of personal values, the school value education promotes the values (benevolence, universalism, tradition, conformity, security) that primarily regulate how one relates socially to others and affects their interests. Security and universalism values are boundary values primarily concerned with others’ interests, but their goals also regulate the pursuit of their own interests [ 19 ]. Particularly, schools being sites for ethical practices, it seems that they focus much on social value development rather than personal development. According to Kunduroglu & Babadogan [ 53 ], that may be because the values students get with values education affect firstly their families and circle of friends, then their acquaintances and at the end, all the community.

As Thornberg and Oguz [ 57 ] emphasize, referring to several studies, value education is accomplished in two distinct ways such as explicit values education (schools’ official curriculum of what and how to teach values and morality, including teachers’ explicit intentions and practices of values education and implicit values education (associated with a hidden curriculum and implicit values, embedded in school and classroom practices). Bergmark [ 54 ] also mentions that schools are full of implicit and explicit values which shape school leaders’, teachers’ and students’ perceptions and actions. Furthermore, Thornberg and Oguz [ 57 ] mention two general approaches to values education as described in the literature. The first is the Traditional Approach: adult transmission of the morals of society through character education, direct teaching, exhortation, and the use of rewards and punishments. The aim is to teach and discipline students to develop good character and virtues (being honest, hardworking, obeying legitimate authority, kind, patriotic and responsible) and to conform to the dominant values, legitimate rules and the authority of society. In contrast, the Progressive or Constructivist Approach emphasises children’s active construction of moral meaning and development of a personal commitment to principles of fairness and concern for the welfare of others through processes of social interaction and moral discourse. Reasoning and explanations, deliberative discussion about moral dilemmas and participation in decision-making processes are viewed as typical methods for this approach. The aim is to promote moral autonomy, rational thinking, moral reasoning skills and democratic values and competence among the students.

Values education has always been a part of the school curriculum in many countries aiming to inculcate religious beliefs, moral values, duties and social responsibilities as the social values are of crucial importance for an individual’s life [ 53 ]. Therefore, the personal value development of students is important as it is beneficial for the individual in academic, professional and social life. Academic development achieved without personal value development is worthless because individuals who are not disciplined find it difficult to survive in the long run of professional and social life. They lack positive qualities such as punctuality, flexibility, the willingness to learn, a friendly nature, an eagerness to help others, sharing and caring and many more. In addition, they do not believe in themselves and others and lack self-confidence, self-efficacy and self-courage, which are considered the main components of personal development. Obviously, educating people on an only cognitive level is incomplete and not functional [ 53 ]. Henceforth, academic growth must be supplemented with personal value development to strengthen the individual to fit in the competitive society and do away with negative behavioural traits. That gives the sense that better personalities yield positive results in academics, social and professional life.

The research study by Iscan and Senemoglu [ 49 ] on the effectiveness of values education curriculum for fourth graders to equip students with the values of “universalism” and “benevolence” on students’ value-related cognitive behaviours, affective characteristics and performances has resulted in important findings. The experimental group of the study has shown higher values-related cognitive behaviour acquisition level and used more expressions reflecting values in the interviews during and after the implementation of the program. Additionally, the experimental group has displayed a larger number of positive value-related behaviours during the study than the control group. In parallel to the particular study, Iscan and Senemoglu [ 49 ] highlight the the importance of value-based educational interventions. As they revealed, exposing students to such experiences may make them aware of moral issues, establish empathy with others and understand their moral values, decreasing bullying and violence. Furthermore, they have made students more tolerant, polite, compassionate and forgiving, and [ 58 ] it has led to positive changes in students’ respect and responsibility levels along with a decrease in unacceptable behaviour. A similar study on “Values Education Program Integrated with the 4th Grade Science and Technology Course’’ [ 53 ] has revealed that at the end of the 6-week intervention period, students in the experimental group improved their perspective on the values, being more open-minded, unbiased and scientific. In addition, they have interrogated values concepts and developed positive behaviours for the relevant values.

As a whole, it proves that value education is an essential component in the general teaching-learning procedure since it highly encourages positive personal quality development and value gain which in turn benefit the whole community, society and the world.

4.4. Objective 4: To Investigate How One’s Personal Value Shape the Learning Community around That Person and Vice-Versa

Definitions for learning communities that have been given by a variety of journals, top universities and educational experts indicate a common set of characteristics. Considering them all together, a learning community can be defined as the same groups of students taking the same subjects or studying in the same class together. In addition, they see and meet each other frequently, share the same learning experiences, work across boundaries, spend a considerable amount of time together and engage in common academic activities in two or more classes as a specific unit. Additionally, they hold common goals, characterize collaboration, peer review and relationship building.

Sometimes the learning community can be the whole class or a group of students. Otherwise, it can be the whole learning institution: a school, university or any other institution where the individuals of the community develop their intellectual and professional skills and abilities while improving socioethical values. In addition, they work collaboratively as a single unit for achieving a set of common academic goals, sharing and bearing all kinds of similarities and differences [ 58 ]. In a more formal sense, according to the literary evidence, developing and implementing an intentional learning community (LC) has emerged as a popular method for improving the quality of the undergraduate experience at a range of higher educational institutions. Learning communities have a long history in higher education, dating from the 1920s when Alexander Meiklejohn introduced the “Experimental College” at the University of Wisconsin [ 59 ].

It is known that, from early ages, pupils are greatly influenced by their peers [ 21 ], and this has been empirically studied. Zhao and Kuh [ 58 ] state that students who actively participate in various out-of-class activities are more likely to connect with an affinity group of peers, which is important for student retention, success and personal development. Peer communities sometimes encourage and sometimes discourage value development as the students encountered different learning activities. Ma and Willms [ 47 ] view peer relationships are associated with delinquency in early adolescence. So, the potential role of peers as an influential factor on others in the process of values formation at the schools has been studied several times. In this respect, the study of Garnier and Stein [ 60 ] confirms that peer groups in which people interact and share norms and goals are another significant matter that affects the personal values of an individual. One important source of values is that of a ‘pivotal’ person: a person observed as displaying values that would produce advantageous benefits for the observer [ 4 ]. In a learning community, there is a possibility of a friend or friends becoming a pivotal person or persons other than the teacher or the instructor. Hence, it is evident that learning communities trigger personal value development through peers, their behaviours and attitudes and all the personal attributes.

To address the above features through the teaching and learning process, different approaches have been taken by the educational practitioners to figure out the best way to teach their students, and many have failed. However, some have succeeded and are still on the ground with alterations and developments. Among them, the cooperative learning strategy has continued to be developed and used by the teachers at all levels. Hence, by exposing students to collaborative or cooperative learning experience, they are encouraged to work together with colleagues to achieve common targets. As the word sense, it is not just group work but a very dynamic strategy [ 61 ] that provides room for students to experience different personalities, to promote social interaction, to identify sociocultural dynamics, to transfer ideas, and to develop group leadership skills among students. Cooperative learning is a teaching practice that breaks students into groups of three to four, with each student having a particular role within the group [ 61 ]. However, collaborative learning goes beyond working together, and it inspires self-management, self-monitoring and self-directed earning while developing a core skill required for employment [ 62 ]. In that sense, when comparing the intended outcomes of collaborative and cooperative learning approaches with the Schwartz’s [ 19 ] categorisation of values, they enhance values such as self-direction, achievement, benevolence and universalism.

Zhao and Kuh [ 58 ] refer to several studies, and according to them, most learning communities incorporate active and collaborative learning activities and promote involvement in complementary academic and social activities that extend beyond the classroom. Such approaches are linked with such positive behaviours such as increased academic effort and outcomes such as promoting openness to diversity, social tolerance and personal and interpersonal development. In parallel to that, Stassen [ 59 ] points out the results of the empirical studies collectively and show that “living-learning communities have a significant positive effect on several student outcomes, including: student gains in autonomy and independence, intellectual dispositions and orientations, and generalized personal development and socialization”. Stassen [ 59 ] mentions that students in learning communities show greater institutional commitment, greater intellectual development and opportunities to analyse and integrate ideas, greater tolerance for difference and appreciation for pluralism and demonstrate higher persistence and academic performance as measured by college grade point average.

Taken together, by taking classes together and/or engaging in peer-to-peer learning as a learning community, students get to know each other better, learn from each other and support each other. Along with that, students experience more social relationships. A connected learning environment increases the potential for academic success while creating more opportunities for students to adapt themselves to the individual needs of each other, to adjust their schedules and to work with diverse groups since learning groups are a mixture of different intellectual abilities, academic interests and goals and learning styles. Then again, social relationships established as a result of learning communities will continue through the end of the academic experience and will last even after promoting social harmony. As explained in Schwartz’s [ 1 ], benevolence values provide an internalized motivational base for voluntarily promoting the welfare of others. Equally, conformity values promote prosocial behaviour to avoid negative outcomes for oneself. Hence, both benevolence and conformity values motivate the same helpful act of promoting cooperative and supportive social relations, separately or together. As discussed above the learning communities also directly or indirectly enrich the development of values such as benevolence and conformity in learners, since they support the natural integration of academic life with social life providing opportunities to interact with a variety of individuals. In turn, the learning community will be benefited or disturbed by the certain characteristics of the personal values held by the individual.

5. Discussion & Conclusions

Based on the above literature on the themes of personal values and related directions, it is clear that there is no universally accepted definition for personal values. However, despite the diversity and gaps in the definitions, values and personal values have been viewed basically as the concepts or beliefs which are depicted through behavioural patterns, selections and personal goals. Furthermore, intrinsic and extrinsic factors including family, social and economic background, neighbourhood, religion and education have been identified as the influential factors on value formation and development. Their effect on the life of a person alternate according to the circumstances. Jardim et al. [ 63 ] identified this nature of values as the two main functions: as a motivator (materialist or humanitarian law) or as guidance (personal, social or central). Furthermore, based on the different attributes of values and priorities given to them in different contexts, they have been defined, named and grouped in various ways with more or fewer similarities to each other. However, both Schwartz [ 19 ] and Jardim [ 63 ] explained the similarities of values and value systems. As they state values have a basic universal structure and character which make them to be believed as the judgment of truths. The emphasis given to values in many areas has resulted in a number of theories and frameworks, and they have been used as the theoretical grounds to evaluate the research outcomes. According to the search results of this particular study revealed that Schwatrz theory of personal values has been frequently used in many of the recent education-based research studies in comparison to the other theories.

The study of personal values can provide greater insight into the entirety of human behaviour. Therefore, it has been studied concerning a variety of disciplines including education. Although there are a limited number of educational studies dealing with values, attempting to explore the relationship between personal values and learning approaches, personal values and academic achievement, influence of one’s personal values on learning community and vice versa and value education are important trends that emerged in educational research. Those studies mainly focused on identifying students’ preferred learning approaches at different stages of academic life and underlying values that are likely to influence the preference. In addition, the positive and negative behaviours of the underlying values with the learning approaches over time and the changes were aimed at. When concerned with the learning approaches that are found frequently in studies, the deep, surface, achieving and strategic approaches are prominent. According to Wilding and Andrews [ 43 ], the two main approaches to studying are the deep approach and the surface approach, as distinguished by several researchers. In addition, an achieving or strategic approach employs either deep or surface strategies, depending on the demands of the task. Contrastingly, Matthews et al. [ 3 ] and Lietz and Matthews [ 27 ] cite Biggs [ 29 ], and he has specified three distinct approaches to learning, namely, The Surface, The Deep and The Achieving approaches to learning. The classification of Biggs’ [ 29 ] learning approaches appeared in many of the studies related to personal values, learning approaches and academic achievements. Research by Matthews et al. and Lietz et al. [ 3 , 27 , 37 ] based on personal values and their effect on students’ preference for learning approaches have revealed similar relationships and their changes over time, mainly related to the underlying values along with the other factors. In fact, revealing the correlation among value, learning approach and academic achievement is extremely important for educational practices. However, as they conclude, there is no consistency in those changes, and it has been further revealed that one learning approach is influenced by several value attributes. In general, deep and strategic learning approaches are found to be positively related to the academic achievement of successful students, whereas the surface learning approach is reported with less successful students. Self-direction and achievement values were identified as the most influential in students’ success through the above approaches. Collectively, the above study results offer potential insights that may be useful when designing new academic courses or in any teaching-learning intervention. Furthermore, though personal values are not the sole determinant of educational or career choice, the correct understanding of values is useful in addressing the arising needs and issues in any discipline. Especially to address a wide range of issues relating to schooling and any educational outcomes such as academic achievement, retention, participation, dropping out, discipline and career selection.

With regard to today’s transforming society, value education has identified a crucially important requirement. Both the cognitive and affective domains of a child need to be developed through education. Kunduroglu and Babadogan [ 53 ] stressed that the purpose of education is to furnish students with affective behaviours. Mainly, schools and other educational institutions are the places where students continue their value education process, which begins at home. One of the objectives of values education in schools is to develop a healthy, consistent and balanced personality in students [ 16 ]. In that sense, formal educational interventions are better focused on enhancing the values that children have already started to develop and help children to reflect, understand and implement their own values accordingly. At this point, direct or indirect inclusion of themes such as moral, religious, civic, democratic, national, personal and social goals and issues in the school curricula has been stressed as important. Furthermore, the need of treating value education as a high priority in terms of ensuring the continuity of society and cultural transmission at a personal level also highlighted in many studies. The effectiveness of curricula including value education has been studied several times, and the results revealed the robust links between value education, student disciplinary conduct and academic achievements. Additionally, the consideration given to the respective roles of formal and informal education, learning communities, peers, parents and other institutions and agencies in making sense of values and forming personal values is emphasized in much of the value-education-based research.

Another concept that emerged as important in the dimension of personal values is its close relationship with the learning community and vice versa. The peer group influence on shaping academic behaviour and personal behaviour have long been studied by scholars over different perspectives. Concerning that, many researchers have focused on cooperative/collaborative learning interventions as the means of establishing social relationships and value development.

In general, when analysing the contents of research studies, it was notable that research related to personal values and learning approaches have been the major focus of many scholars in comparison to the other directions. A few studies found online databases discussing the relationship between personal values and academic achievement. Study reports directly focusing on the correlation of personal values and learning community and vice versa and the importance of personal values as a part of academic life are found lacking in online databases. Methodologically, it was found that many of the studies tend to apply mixed method designs and only a few have taken qualitative and quantitative research as their main research method. Other than that, literature-based reports are also available as useful academic resources. In the data collection process, questionnaires and interviews were found as the most commonly used instruments.

The discussion of personal values includes many distinct dimensions and can be approached through numerous perspectives: education, personal and social life, professional world, culture, political, religion and so on. It is realized that focusing only on a part of it cannot result in a holistic study of the concept but still it would be important to understand the depth of the concept. Depending on online resource availability and the time period set for the selection of resources for the current review may have resulted in the exclusion of some valuable research outcomes and directions. However, the comparative analysis based on available literature would probably shed light on the variety of interpretations, findings and research tendencies.

Finally, as the research literature reveals, the insight gained through the results of value-related studies facilitate the clear identification of the role of value in personal life and partly as a deciding factor of academic life. If one is not clear of his or her own values, then he/she is not clear with aims and is ineffective in controlling their life. Hence, further investigation on value-related topics over the wide range of its interrelated dimensions would give a more holistic and profound view of the role of personal values in education.

6. Recommendations

Based on the above discussion, it is apparent that still there is much room for future research studies on the theme of personal values since they affect all the avenues of human life, individually or in common as a group or a community. Conversely, several factors influence personal values and their changes. Therefore, a detailed further examination of the complex interplay of factors influencing personal values and how personal values influence an individual and in common to the whole human community seems to be valuable.

According to the analyses presented in this article, it is implied that the topic of personal values is very much important in the field of education to identify students’ behaviours, life goals and expectations, learning styles and how these change over time. Furthermore, increased attention is given to value education since values are considered as essential social or soft skills that one must acquire and practice in the 21st century world. Therefore, education, regardless of the level of junior, secondary, tertiary or professional, should aim at making human life better not only through professional or economic enhancement but also through social, moral and spiritual strengthening. At present, schools and other educational providers have adopted several co-curricular programmes that uplift values in students, such as peer support systems, community service projects and student action teams. These interventions provide students with opportunities to develop a sense of responsibility, empathy, unity, appreciation of others and their views, lifestyles and cultures and work with others to resolve the problems. These programmes have been recorded with notable achievements. This is a common feature of almost all the educational contexts that ensure values are incorporated into teaching programmes across the key learning areas to develop students’ civic and social skills. Thus, there is a need for a realistic and balanced curriculum in which the programs that inspire the value acquisition and internalisation of socially beneficial skills and behaviours are emphasized. In addition, the integration of such features into the disciplines in the curriculum is also important. Along with that, research studies to evaluate the strengths and weaknesses and the positive and negative aspects of such programmes need to be continued. According to the general and most practiced procedure, during or at the end of the academic experience, cognitive behaviours are always tested, but testing effective behaviours is always neglected. Hence, it is a noteworthy point to mention the importance of assessing processes for the progress of value development in students.

Finally, the current study based on the available literature has shown that students probably tend to adjust their approaches to a specific learning strategy due to several factors: learning environment, subject area, expectations, curriculum, teacher and teaching style, origin and cultural context, gender, religion, etc. Furthermore, there is no significant pattern of selecting learning approaches such as deep, surface or achieving, etc., at different levels of the context of learning. Therefore, deep study into how learning approaches are changed, on what basis and what the most influential motives for such alterations are will be beneficial to understanding students’ learning behaviours. Hence, research studies further investigating such dimensions would probably useful and needed at present and in future.

Author Contributions

Conceptualisation, K.A.A.G.; methodology, D.M.S.C.P.K.D. and K.A.A.G.; formal analysis, D.M.S.C.P.K.D. and S.Y.E.; investigation, D.M.S.C.P.K.D. and K.A.A.G.; resources, K.A.A.G.; writing—original draft preparation, D.M.S.C.P.K.D.; writing—review and editing, K.A.A.G.; supervision, K.A.A.G. and S.Y.E.; project administration, K.A.A.G. and S.Y.E. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Data availability statement, conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Home / News / Why Is Education Important? The Power Of An Educated Society

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Why Is Education Important? The Power Of An Educated Society

Looking for an answer to the question of why is education important? We address this query with a focus on how education can transform society through the way we interact with our environment.

Whether you are a student, a parent, or someone who values educational attainment, you may be wondering how education can provide quality life to a society beyond the obvious answer of acquiring knowledge and economic growth. Continue reading as we discuss the importance of education not just for individuals but for society as a whole.

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Harness the power of education to build a more sustainable modern society with a degree from Unity Environmental University .

How Education Is Power: The Importance Of Education In Society

Why is education so important? Nelson Mandela famously said, “Education is the most powerful weapon which you can use to change the world.” An educated society is better equipped to tackle the challenges that face modern America, including:

Climate change
Social justice
Economic inequality

Education is not just about learning to read and do math operations. Of course, gaining knowledge and practical skills is part of it, but education is also about values and critical thinking. It’s about finding our place in society in a meaningful way.

Environmental Stewardship

A study from 2022 found that people who belong to an environmental stewardship organization, such as the Leave No Trace Center for Outdoor Ethics, are likely to have a higher education level than those who do not. This suggests that quality education can foster a sense of responsibility towards the environment.

With the effects of climate change becoming increasingly alarming, this particular importance of education is vital to the health, safety, and longevity of our society. Higher learning institutions can further encourage environmental stewardship by adopting a framework of sustainability science .

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The Economic Benefits Of Education

Higher education can lead to better job opportunities and higher income. On average, a person with a bachelor’s degree will make $765,000 more in their lifetime than someone with no degree. Even with the rising costs of tuition, investment in higher education pays off in the long run. In 2020, the return on investment (ROI) for a college degree was estimated to be 13.5% to 35.9% .

Green jobs like environmental science technicians and solar panel installers have high demand projections for the next decade. Therefore, degrees that will prepare you for one of these careers will likely yield a high ROI. And, many of these jobs only require an associate’s degree or certificate , which means lower overall education costs.

Unity helps students maximize their ROI with real-world experience in the field as an integral part of every degree program.

10 Reasons Why School Is Important

Education is not just an individual pursuit but also a societal one. In compiling these reasons, we focused on the question, “How does education benefit society?” Overall, higher education has the power to transform:

Individuals’ sense of self
Interpersonal relationships
Social communities
Professional communities

Cognitive Development

Neuroscience research has proven that the brain is a muscle that can retain its neuroplasticity throughout life. However, like other muscles, it must receive continual exercise to remain strong. Higher education allows people of any age to improve their higher-level cognitive abilities like problem-solving and decision-making. This can make many parts of life feel more manageable and help society run smoothly.

Emotional Intelligence

Emotional intelligence is key to workplace success. Studies show that people with emotional intelligence exhibit more:

Self-awareness
Willingness to try new things
Innovative thinking
Active listening
Collaboration skills
Problem-solving abilities

By attending higher education institutions that value these soft skills, students can improve their emotional intelligence as part of their career development in college.

Technological Literacy

Many careers in today’s job market use advanced technology. To prepare for these jobs, young people likely won’t have access to these technologies to practice on their own. That’s part of why so many STEM career paths require degrees. It’s essential to gain technical knowledge and skills through a certified program to safely use certain technologies. And, educated scientists are more likely to make new technological discoveries .

Cultural Awareness

Education exposes individuals to different cultures and perspectives. Being around people who are different has the powerful ability to foster acceptance. Acceptance benefits society as a whole. It increases innovation and empathy.

College also gives students an opportunity to practice feeling comfortable in situations where there are people of different races, genders, sexualities, and abilities. Students can gain an understanding of how to act respectfully among different types of people, which is an important skill for the workplace. This will only become more vital as our world continues to become more globalized.

Ethical and Moral Development

Another reason why school is important is that it promotes ethical and moral development. Many schools require students to take an ethics course in their general education curriculum. However, schools can also encourage character development throughout their programs by using effective pedagogical strategies including:

Class debates and discussions
Historical case studies
Group projects

Unity’s distance learning programs include an ethical decision-making class in our core curriculum.

Ready To Learn More About Unity Environmental University?

Communication Skills

Effective written and verbal communication skills are key for personal and professional success. Higher education programs usually include at least one communication course in their general education requirements. Often the focus in these classes is on writing skills, but students can also use college as an opportunity to hone their presentation and public speaking skills. Courses such as Multimedia Communication for Environmental Professionals provide many opportunities for this.

Civic Engagement

According to a Gallup survey , people with higher education degrees are:

More likely to participate in civic activities such as voting and volunteering
Less likely to commit crimes
More likely to get involved in their local communities

All these individual acts add up to make a big difference in society. An educated electorate is less likely to be swayed by unethical politicians and, instead, make choices that benefit themselves and their community. Because they are more involved, they are also more likely to hold elected officials accountable.

Financial Stability

The right degree can significantly expand your career opportunities and improve your long-term earning potential. Not all degrees provide the same level of financial stability, so it’s important to research expected salary offers after graduation and job demand outlook predictions for your desired field. Consider the return on investment for a degree from an affordable private school such as Unity Environmental University .

Environmental Awareness

We have already discussed why education is important for environmental stewardship. Education can also lead to better environmental practices in the business world. By building empathy through character education and ethics courses, institutions can train future business leaders to emphasize human rights and sustainability over profits. All types and sizes of businesses can incorporate sustainable practices, but awareness of the issues and solutions is the first step.

Lifelong Learning

The reasons why education is important discussed so far focus on institutional education. However, education can happen anywhere. Attending a university that values all kinds of learning will set students up with the foundation to become lifelong learners. Research demonstrates that lifelong learners tend to be healthier and more fulfilled throughout their lives. When societies emphasize the importance of education, they can boost their overall prosperity.

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The Role Of Unity Environmental University In Society

Environmentally conscious education is extremely valuable and should be accessible to all. Unity Environmental University offers tuition prices that are comparable to public universities, and financial aid is available to those who qualify. Courses last five weeks so that students can focus on only one class at a time. This ensures all learners are set up for academic success.

Unity believes in supporting students holistically to maximize the power of education. This includes mental health services, experiential learning opportunities , and job placement assistance . Students in our hybrid programs can take classes at several field stations throughout Maine and enjoy the beautiful nature surrounding the campus for outdoor recreation.

Sustainable Initiatives

Some highlights from Unity Environmental University’s many sustainable initiatives:

All programs include at least one sustainability learning outcome
All research courses are focused on sustainability research
Reduced building energy use by 25% across campus
100% of food waste is recycled into energy
Campus features a net-zero LEED Platinum-certified classroom/office building

While many schools value sustainability, Unity stands out because everything we do is about sustainability. We also recognize our responsibility to model how a sustainable business can operate in a manner that’s fiscally viable and socially responsible.

Make An Impact At Unity Environmental University

While the phrase ‘education is power’ may sound cliche, it is also resoundingly true. Higher education has the power to transform individuals and societies. Unity Environmental University understands its power to make a positive impact on the world. That’s why we were the first university to divest from fossil fuels.

This year, we celebrated our largest incoming class ever , showing that students want an education system that aligns with their values. In addition to our commitment to sustainability, we offer flexibility to students with start dates all year round for our online degree programs .

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Related links, south african journal of education, on-line version issn 2076-3433 print version issn 0256-0100, s. afr. j. educ. vol.31 n.2 pretoria jan. 2011.

A conceptual exploration of values education in the context of schooling in South Africa

Inez Solomons; Aslam Fataar *

This article is based on the assumption that values education has much to offer to a country that is struggling to overcome a fractured moral landscape. Pursuing a modest agenda, the focus of the article is on values and values education in the context of schooling in South Africa. We suggest that debates about what constitutes values and values education raise important philosophical and pedagogical questions about what values are and which values should be prioritized. We contend that it is unlikely that values education will in any significant way meet the expectations of South Africa's Constitution and its national school curriculum intentions, if it is not underpinned by conceptual clarification of what values are in relation to the role that values education is expected to fulfil in South Africa's schools. Intended as a conceptual investigation, the article explores different interpretations, tensions and assumptions that confront the notions of values and values education. We suggest that the insights from such a conceptual clarification could provide an appropriate platform not only for a coherent approach to values education, but also for the more effectual transfer and take up of values in schools. We favour a pragmatist conception based on the notion 'shared goods' in terms of which values education in schools can lay the basis for dialogical encounters necessary for addressing our country's diverse and even divergent values orientations.

Keywords: conceptual exploration; critical individuation; moral fracture; pragmatist conception; shared goods; socialization; South African schools; values education; values

Introduction

There is arguably a serious decline in moral standards in many societies in general and among the young in particular (see Hill, 1991; Halstead & Taylor, 1996.) Commenting on the reasons for the perceived social moral decline, Weber (1990:89) suggests that

... the problem of pluralistic perspectivism on the one hand and postmodernism's critique of Western reason on the other, undercut the foundation for classical models of education to engender democratic competence and value formation.

It is interesting that Weber ostensibly links moral degradation to the rise of a kind of conceptual relativism that informs our understanding of moral formation. Taking a more global-sociological perspective, MacIntyre (1981) suggests that issues of morality and values formation have to be understood in the light of the complex reorientations of communities and their traditions in a global context. He explains that value formation for the young occurs within a global context that is constituted by the remnants and fragments of deconstructed value and belief systems, cultures, traditions and political arrangements. In this regard young people in South Africa face the challenge of holding in tandem the individual freedom to choose between the exercise of personal values, while retaining, as a priority, commonly prized values in a democracy. To address the key questions that this article revolves around, we align ourselves with Warnock (1967), who points to the importance of conceptual clarification. We now go on to provide some definitional clarity that we suggest might be able to facilitate debate about values and values education in our country.

The literature indicates that 'values' is a fluid concept subject to different interpretations. Values have been described in everyday language as 'guides to action' or 'the moral compasses by which to navigate our interaction with members of society'. Hill (1991:4) describes values as "beliefs held by individuals to which they attach priority or worth and by which they tend to order their lives". Veugelers (2000:37) understands values as "judgments based on a notion of what is good or bad; they refer to concepts of a just life", while Morrow (1989) suggests that instead of referring to values we could also refer to rules or principles that guide social life. Halstead and Taylor (1996:2) hold that values refer to the "principles and convictions which act as general guides to behaviour, the standards by which particular actions may be judged to be good or bad", while Levy (1993:2) understands values as "preferences for a certain form of conduct".

We agree with Green (2004), who pointed out that the literature does not provide a common understanding of what values are. This lack of clarity leaves room for speculation and misinterpretation. For example, to interpret values in terms of 'beliefs' or 'accepted standards' or 'guides to action' or 'preferences for a certain form of conduct' is not very helpful. We would suggest that a guiding principle is required that will provide conceptual clarity on how to distinguish between acceptable and unacceptable forms of conduct.

Some of these interpretations indicate that values are often mistakenly regarded as, and confused with, social norms and traditions. According to Birch and Rasmussen (1989), norms and traditions are social conventions that arise from, and are based on, habitual practices in particular societies. Such social conventions, norms and traditions are most likely to be strongly defined within homogenous social, religious, political or cultural contexts or within specific communities (Veugelers, 2000). So, even though such conventions, norms and traditions may be desirable and strongly held beliefs in particular communities and cultures, they may not necessarily be considered as moral by others. Even if, as Birch and Rasmussen (1989) suggest, values may be moral, non-moral or immoral, there still arise situations in which people differ about whether particular social issues are moral, traditional, customary or social conventions.

In an attempt to reach conceptual clarity about the meaning of values we proceed by asking whether drawing a distinction between 'values' and 'virtues' might be helpful, as it seems that in ordinary language these concepts are widely assumed to be synonymous. Williams (1995) challenges this assumption and argues that values and virtues are not synonyms that can be used interchangeably. He distinguishes between values and virtues on the basis that values refer to valuing qualities of things or persons that make them desirable, while virtues refer to good habits and a disposition of the will towards goodness. Williams (1995) concedes that values and virtues may at times intersect, but holds that while values may refer to what is deemed to be desirable, they are not necessarily moral, whereas virtues are moral by definition.

Values education

The umbrella term 'values education' is commonly understood as placing a particular emphasis on civic and moral values (Halstead & Taylor, 1996). Values education is therefore very closely aligned to other terms currently used in the literature, including spiritual, moral, social and cultural development. Lickona (1991) and Halstead and Taylor (1996) refer to character education, education in virtues and the development of attitudes and personal qualities. The values education literature from the United Kingdom mostly refers to "values education, character education, moral education, personal and social education, and citizenship education" (Lickona, 1991:12).

Munn (1995) and Halstead and Taylor (1996) show that academic publications in the United Kingdom mostly refer to 'moral education', while McLaughlin (2001) points out that in European literature the term 'civic education' is commonly used. It seems that the umbrella term 'values education' could be used interchangeably with other terms as it could refer to human rights education, citizenship education, active citizenship and moral education, which includes attention to attitudes and dispositions (see Bennett, 1992; Kohlberg, 1981; Nucci, 2001; Gutman, 1995).

Kohlberg's (1981:425) understanding of values as "making decisions which are moral and acting in accordance with them" emphasises the link between decision making and agency (moral behaviour). This provides an understanding of values and values education that resonates with our own. If our aim is to improve moral decision making that translates into moral actions, then logically we should be referring to 'moral education' or 'education in virtues', but we don't. Kohlberg (1981:57-58) lends support to this view and demonstrates the importance of getting our conceptual clarification right and that this is not merely a question of semantics. He argues that

... if I could not define virtue ... then could I really offer advice as to the means by which virtue could be taught? Could it really be argued that the means for teaching obedience to authority are the same as the means for teaching freedom of moral opinion ...? It appears then, that either we must be totally silent about moral education or else speak to the nature of virtue.

Veugelers (2000) points out that the various terms used in the literature each has its own assumptions, epistemology and theoretical framework for values education. As a result of these differences, different models of values education are available which may potentially produce different outcomes. We conclude that, although different terms are being used in the literature that discusses values, the term values education seems to be widely accepted.

We prefer the term values education as it succinctly captures our understanding of values education as a collective, inclusive pedagogic endeavour in which formal and informal knowledges are important for successful values formation. While values education seems to be conceptualized in terms of civics or citizenship education in most countries, South Africa faces unique challenges in terms of how citizenship education is conceptualized. The intention of the Constitution is that citizenship education should enable South Africans to transcend the racial divisions and exclusionary values inherited from apartheid. Citizenship education should provide a basis in terms of which people can engender a common citizenship for all based on respect for human dignity. We now explore how citizenship education in South Africa is conceptualized in response to this intention.

Citizenship education in South Africa

The South African Constitution (1996) refers to critical and democratic citizenship. Ramphele (2008:126) points out that the language used in the preamble to the Constitution affirms a commitment to democratic practice and active citizenship. The key question for us is: how should active citizenship in a democratic South Africa be understood? According to Ramphele (2008: 130), two variants of citizenship dominated South Africa's moral landscape before 1994, i.e. the republican and liberal variants. Republican citizenship emphasizes self-governance and active participation in state affairs, while liberal citizenship places the emphasis on the individual rights and responsibilities of citizens. Robertson (2002) points out that what is common to a variety of definitions of citizenship is the reciprocal relationship between rights and responsibilities. Social life does not only consist of the exercising of rights or the acceptance of responsibilities, but is also constituted by moral codes which should guide citizens on how these rights should be exercised and mediated.

In line with democratic practice, a liberal-communitarian view allows each individual to pursue his or her personal interest, but it should be pointed out that liberal democracies also depend on active citizenship, i.e. the engagement of citizens in social and political processes, consideration for the welfare of others and strong moral codes for their continued existence. Waghid (2004) acknowledges this point when he argues that citizenship education in South Africa is guided by a combination of liberal and communitarian views of citizenship, but that this guiding principle is inadequate in itself to produce the desired outcome of active citizens who possess the mindsets, attitudes and values that enable democracies to thrive and to effect social transformation.

Gultig, Hoadley and Jansen (2001:10) alert us to the significance of conceptual clarity in the fostering of moral learning;

... if we are to intervene in the schooling process in order to foster moral learning and to improve its quality, to encourage its diversity and enrich its outcomes, to mediate and facilitate it, we need to develop an understanding of it.

A key question that arises is; what should the nature of values knowledge be that will empower learners to become active moral citizens in a democratic society? It is to a consideration of this that we now turn.

What is the nature of values knowledge?

Aristotle (1947) provided a framework in which he distinguishes between three different forms of knowledge: theory (know that), technique (know how to) and moral insight (know why). The latter he also referred to as contextual knowledge ( phronesis ) which in his view, acted as a moral framework for the way in which knowledge is used. Ryle (1971) developed an analytical framework for the classification of the nature of knowledge which exhibits strong Aristotelian influence. The framework adapted by Mason (1997) is particularly useful in understanding the categorization of knowledge embedded in South Africa's curriculum. Mason distinguishes between propositional, procedural and dispositional knowledge, which relates to 'knowing', 'doing' and 'being', or in the language of outcomes-based education: knowledge, skills and values. We acknowledge that 'knowledge' is a complex phenomenon and perhaps not so easily categorized, but still consider these frameworks as useful analytical tools to understand the distinctiveness of the knowledge of values.

Kerr suggests that each of these categories of knowledge translates into different approaches and theoretical content that have implications for how citizenship (values) education is conceptualized and transferred. According to Kerr (1999:22-29), these categories are:

• Education about citizenship which involves understanding of the governing structures and constitutional processes of civil society (propositional knowledge); • Citizenship through education which prepares for active involvement and participation in community life (procedural knowledge); • Education for active citizenship includes all of the above, but also aims to equip learners with values to prepare them, as Waghid (2004) has pointed out, for compassionate citizenship.

The first approach has been criticized by Osler and Starkey (1996) as limited, because of its strong emphasis on propositional knowledge to the exclusion of other dimensions of knowledge such as human rights (citizenship education.) Tibbuts (1995) emphasized the second approach, but maintains that accompanying skills and values should be included. Reardon (1995) stressed the need for values to centrally inform human rights, as she believes that the moral aspects of rights are crucial to an appreciation and valuing of human rights, a view which is consistent with the third approach.

Turning to the South African context, the mandate "to infuse human rights into the national curriculum" was far from clear, according to Carrim & Keet (2005:99), who were members of the Human Rights and Inclusivity Working Group (HRIWG) involved in developing the Revised National Curriculum Statement (RNCS). They explain that this working group found it difficult to infuse human rights into the OBE curriculum, which prioritized procedural knowledge (Carrim & Keet, 2005: 99). Gultig et al . (2002:115) explain that "this focus on demonstrated, visible performance has the effect of emphasizing procedural knowledge at the expense of propositional knowledge". Mason (1997) corroborates this position by highlighting that the learning of propositional and procedural knowledge without a firm grounding in a set of shared values creates unthinking technocrats. Gibson (1986:1-19) describes technocratic rationality as "a kind of intellectual activity which actually results in the decline of reason itself and therefore stultifies, distorts and limits individual and social growth".

There is agreement in the literature that the development of strong moral codes is a necessary condition for active citizenship. Writing from a social constructivist approach, Haydon (1987) maintains that one of the most important aspects of morality is its concrete social reality. He explains that morality is not only embedded in abstract ideas (propositional knowledge) or knowing how to do things (procedural knowledge), but in the everyday lived realities of people as they engage in relationships in their social practices. If morality is exhibited in the way we live, as Haydon (1987) suggests, then we need to ask: what does it mean to live as an active moral citizen in South Africa?

Ramphela (2008:10) sees it as living with the "ghosts of the past". Our contention is that being an active moral citizen in South Africa also means living with 'the nightmares of the present'. South Africans are confronted by the HIV and AIDS pandemic which has left in its wake thousands of orphans, massive unemployment, poverty, displaced people and illegal immigrants who are desperate for scarce job and educational opportunities, and many other social ills. According to Ramphela (2008:12), we now live in a society permeated by a culture of personal entitlement, personal enrichment, corruption, moral relativism parading on the crutches of cultural pluralism and many other visible signs of the 'I, me and myself' pathology that should be a matter of concern for all.

Waghid (2004:528) picks up on this challenge when he warns that "individuals cannot simply pursue their own self-interest without regard for the common good". The point is that members in a democracy usually value, claim and defend their individual freedom of choice in respect of their personal value choices, but they ought to equally value a society where there is adherence to the common good. This is a challenge for all democracies, including South Africa. As Waghid (2004) suggests, the promotion of the public good depends on citizens' active participation in the political process. Kymlicka (2000:285) maintains that "without citizens who possess these qualities, democracies become difficult to govern, even unstable".

In his critique of the republican view of citizenship, Kymlicka (1999:883-905) points out that "citizenship education is not simply a matter of knowledge of political processes and functions of social institutions. It is also a matter of how we think about and behave towards others". Waghid (2004:44) advocates a similar view when he says that "learners are educated to act responsibly ... yet this would not necessarily guarantee that learners would become morally just". The implication is that our current understanding of citizenship education might be impoverished and too narrow, and that it could potentially be extended beyond simplistic expressions of rights and responsibilities to include active participation of citizens in political processes as well as addressing how we treat and behave towards others.

Following from this, the next point to consider is whether individual or common values should be given priority in institutions of education and at what stage a critical disposition towards values education as socialization or critical individuation should take place. The focus in the next section is to open up conceptual space for a more plausible account of education for active citizenship.

Values priorities in education

Kohlberg (1981) sees moral development as part of a maturation process that can be facilitated but not unduly hastened. His account of how people develop through this process is linked to Piaget's theory of cognitive development. Kohlberg (cited in Nucci, 2004) rejects the idea that values education could be comprised of a moral agenda handed to educators that spells out lists of values to be learnt without due consideration of the stage of moral development that learners have reached. Rorty (1990) reminds us that we should not lose sight of the fact that (values) education involves two distinct but equally necessary stages or processes: socialization and critical individuation. For Rorty, the issue of the stage at which a critical disposition towards values education as socialization or critical individuation should be developed entails understanding the purpose and nature of these processes. In everyday parlance 'socialization' refers to a continuing process whereby an individual acquires the norms, values, behaviour and social skills of her society. The purpose of this process is conscious social and cultural reproduction, that is, induction into the norms, values, customs and traditions valued by this society (Rorty, 1990).

Dewey (1964) sees socialization as a process of shaping an 'animal' into a human being, followed by the self-individuation and self-creation of that human being through his or her later revolt against and questioning of that very process. Balibar (2004), in support of Dewey's position, maintains that the school holds a particular 'place of transition' between private and public life. He believes that one of the functions of schooling is to prepare students for entering the public sphere of citizenship. It involves a process of adjusting their primary identities as private individuals to assume a secondary identity as citizens of the modern state. Balibar (2004:358) explains that in this process the school

... has to virtually detach individuals from their primary identities ... (which is a violent process ... - a sort of dismemberment, a separation from their identities), but which then ideally allows these identities to be claimed ... in terms of a common political identity.

Detaching individuals from their socialized identities depends on cultivating a critical disposition towards, and having deliberative discussions about, the accepted rules, norms and values (received ideas) of society, which, according to Bak (2004:45), can already begin at primary school level. The aim of this deliberative attitude towards learners' socialization is to empower them with thinking tools to make sound moral decisions and engage in moral behaviour.

If one takes on board the views of Rorty, Dewey, Balibar and Bak, then schools should provide the appropriate environment for socialization augmented by critical individuation, which is a process of inciting doubt, stimulating the imagination and inducing critical thinking, thereby challenging and removing the barriers that socialization inevitably imposes. We therefore contend that education for active citizenship in schools ought to extend beyond an emphasis on rights and responsibilities and the symbols of citizenship. It ought to empower learners to recognize and engage with present-day challenges facing society in order to foster a commitment to developing a reorientation away from the values and practices defined by racism, a lack of respect for human dignity and devaluing of diversity. Enabling students to contribute actively to the common good beyond minimalist liberal citizenship expectations is necessary, but education cannot succeed in doing this alone; it needs support and sanction from society. Morrow (1989) alerts us to the importance of a societal culture conducive to complementing and underpinning a vigorous critical educational platform. He explains that "immature human beings are dependent not only for their survival, but also for development into rational beings on the benevolent (compassionate) actions of the human beings amongst whom they live" (Morrow, 1989:117).

Implications for values education in South Africa

In the light of these views, what are the implications for values education in South Africa? We believe that the debate about values education in South Africans should acknowledge the different interpretations of 'values,' 'values education' and 'citizenship education', and work towards a pragmatic and shared inter-subjective understanding of the meaning that should be ascribed to these notions. Morrow (1989:176) provides some insight into such a pragmatist position when he alerts us to the importance of values as 'shared goods'. He suggests that,

... shared goods are not merely the convergence of various interests, but articulation of principles which give unity and direction to the life of the community ... their common appreciation is constitutive of them ... what binds a community together is shared goods.

Without these shared goods, processes of generating social cohesion would suffer the loss of a sense of common purpose and a shared future. Morrow's view alerts us to those moral positions that minimally bind societies and help to lay out the terrain for inter-subjective generative processes. Observance of the rule of law and respect for diversity, for example, are regarded as shared values or moral dispositions that every South African is bound to observe. Failure to do so would continue to lead to speculation, conceptual confusion and conflicting opinions as to what values are and the role of values in society. Furthermore, the distinction between values and virtues - what is desirable and what is moral, or in simplistic terms what is good or bad or right or wrong - is crucial as a guiding principle for negotiating and navigating the confusing maze of relations that constitute social life.

The national curriculum's preoccupation with procedural knowledge appears to be incongruent with the Constitution's expectation of generating an active, critical citizenry. It is apparent, therefore, that the curriculum as the 'social instrument' meant to facilitate values acquisitions is conceptually misaligned with the Constitution. As Kymlicka (2000:888) pointed out "citizenship education is not simply a matter of knowledge of political and constitutional institutions (procedural knowledge). It is also a matter of how we think and behave towards others". We would thus argue that the school curriculum should be conceptually aligned to a broader conception of values that combines propositional, procedural and dispositional knowledge orientations. This, we suggest, will open up conceptual space for a critical and active citizenship orientation to values education in our country's schools.

We advance the view that a commitment to values education in schools, alert to the requirements for building a shared understanding about which values might be best fostered in classrooms, informed by an appreciation of how values may be properly taught at the different levels of the schooling system, remains the key to generating a questioning and productive citizenry in South Africa. Values education has much to offer to a society that is experiencing an increase in moral arbitrariness, a lack of understanding of what is moral action is, and incipient relativist views about our commitment to eradicating gender, class and racial inequalities. Informed by an ethics of mutuality, values education in schools could lay a basis for dialogical encounters that can engage our fractured values orientations.

This article sought to address what is meant by values and values education in the context of South Africa's education system. Our position is that it is unlikely that values education will in any significant way meet the expectations of the Constitution and the revised school curriculum if it is not informed by careful clarification. An important conclusion drawn from this article is the need for further ongoing discussion, intelligent deliberation and reconceptualization of values education in South Africa's national curriculum. We are aware of the fact that there remain unexamined aspects and challenges relating to values education that still need to be resolved. We acknowledge that the current policy orientations of the government fall short in providing a basis for productive values education in schools. We believe that the resolution of these shortcomings is a precondition for a coherent policy for values education.

The final issue that we raise relates to the silences, gaps, challenges and unresolved issues between the expectations set forth for values education in the Constitution and the lived reality of values education in the context of South Africa's schools. If the expectation is that values education should prepare learners and students for active citizenship, then the curriculum should be aligned to this expectation. It should be geared towards preparing them purposefully and adequately to acquire the conceptual tools needed for active citizenship in a democratic society. This article has aimed to provide one response to the ongoing investigation and elaboration of the best way to address these issues.

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Authors Inez Solomons was a Postdoctoral Fellow in the Education Policy Studies Department at Stellenbosch University. Her research focuses on values education, curriculum and assessment. Aslam Fataar is Professor and Head of the Education Policy Studies Department at Stellenbosch University. His area of interest is Sociology of Education and his research focuses on policy reform and education in urban spaces.

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Top 10 Reasons Why Is Education Important

Updated: February 1, 2024

Published: April 15, 2020

Top-10-Reasons-Why-Is-Education-Important

Most of us have grown up being taught the importance of education. But why is education important? Through your frustrating school years, you may have thought that it was a waste of time, or was just something that you needed to do in order to get a job. Truth be told, however, education goes so much beyond just getting a job and making your parents happy. In fact, it’s one of the most powerful tools out there.

What Is Education?

Education means studying in order to obtain a deeper knowledge and understanding of a variety of subjects to be applied to daily life. Education is not limited to just knowledge from books, but can also be obtained through practical experiences outside of the classroom.

Top 10 Reasons: Why Is Education Important?

There are many different understandings and definitions of what education is, but one thing can be universally agreed upon, which is the importance of education — and here’s why.

1. Provides Stability

Education provides stability in life, and it’s something that no one can ever take away from you. By being well-educated and holding a college degree , you increase your chances for better career opportunities and open up new doors for yourself.

2. Provides Financial Security

On top of stability, education also provides financial security, especially in today’s society. A good education tends to lead to a higher paying job, as well as provide you with the skills needed to get there. Educated and well-informed individuals also know how to use money-saving tactics. They are more likely to use coupon websites like EMUCoupon while shopping online to save their hard-earned money.

3. Needed For Equality

In order for the entire world to really become equal, it needs to start with education. If everyone was provided with the same opportunities to education , then there would be less gaps between social classes. Everyone would be able to have an equal chance at higher paying jobs — not just those that are already well-off.

4. Allows For Self-Dependency

The importance of education is evident when it comes to being self-dependent. If we are we educated, then it’s something that belongs to us, and only us, allowing us to rely on no one else other than ourselves. It can allow you to not only be financially independent, but also to make your own choices.

5. Make Your Dreams Come True

If you can dream it, you can achieve it. An education is the most powerful weapon you can possibly have, and with it, you can make all of your dreams come true. There are of course certain exceptions, depending on what you’re aiming for, but generally an education will take you as far as you’re willing to go.

6. A Safer World

Education is something that’s not only needed on a personal level, but also on a global level, as it’s something that keeps our world safe and makes it a more peaceful place. Education tends to teach people the difference between right and wrong, and can help people stay out of risky situations.

7. Confidence

Being self-confident is a major part of being successful in life. And what better way to gain that confidence than with an education? Your level of education is often considered a way to prove your knowledge, and it can give you the confidence to express your opinions and speak your mind.

8. A Part Of Society

In today’s society, having an education is considered a vital part of being accepted by those around you. Having an education is believed to make you a useful part of society, and can make you feel like a contributing member as well.

9. Economic Growth On A National Level

An educated society is crucial for economic growth. We need people to continue to learn and research in order to constantly stay innovative. Countries with higher literacy rates also tend to be in better economic situations. With a more educated population, more employment opportunities are opened.

10. Can Protect You

Education can protect you more than you know, not only on a financial level, but it can help prevent you from being taken advantage of by knowing how to read and write, such as knowing not to sign any bogus documents.

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Education is important for children.

Children are the future of our world, making education crucial for them. Their knowledge is what’s going to keep our world alive and flourishing.

At Childhood

During the childhood development stages, the importance of education is stronger than ever. It’s a time for children to learn social and mental skills that will be crucial for their growth and success in the future. Education at childhood also offers a chance for self-discovery and to learn about their unique interests.

The importance of education in our lives goes far beyond what we can read in a textbook. Education also provides childhood with knowledge such as how to produce artwork and make music. Education allows us to analyze what’s in front of us, and even learn from our mistakes.

Goal Building

By learning from a young age, children are given the chance to start building goals for themselves. Education means having the logic to set your mind to something and achieve it.

Importance Of Education In Society

For a modern society, education is of utmost importance. There are so many influences coming from all directions, and education can help us decipher what we should take as true, and what we should take with a grain of salt. Education can mold people into functional members of society with the right kinds of values.

Productivity

Education is needed for a productive society. Our population only continues to increase, and in turn, so do our needs. We need a strong and efficient workforce of educated people to provide us with the services we need for everyday life.

Why Is Education Important For a Nation?

The importance of education is seen in every aspect of life, and is especially crucial for the growth of a nation.

The Impact Education Has On The World

With education, people can become better citizens, knowing right from wrong, allowing for a better society where laws are followed. An educated nation knows about the importance of voting, doing so with the knowledge not blindly, but also having an understanding of what their party truly stands for. Education can also help people get jobs, which is what a nation thrives on.

Inspiring Quotes On What Education Truly Is

Why is education important, and what is it exactly? While every person has a different understanding of its true meaning, here are some of the most inspiring quotes by some legendary people.

“Education is the most powerful weapon which you can use to change the world.” — Nelson Mandela
“Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” — Malcolm X
“An investment in knowledge pays the best interest.” — Benjamin Franklin
“Education is not preparation for life; education is life itself.” — John Dewey

What Are Some Other Reasons Why Education Is Important?

There are endless reasons why education is so important, especially since it also has endless connotations and meanings.

Mind And Body

Our mind and bodies are connected more than we know. With a powerful, well-educated mind, so too are our bodies.

We can not only know how to best take care of ourselves, but we can feel confident and good about ourselves, which will likely have a positive effect on our physical well-being . Education has even been proven to add years to our life . To be exact, each additional year of education was found to add as much as 1.7 years to our lives at the age of 35.

Personal Growth

The importance of education even extends itself to our personal growth. By constantly educating ourselves, asking questions and wanting to know more, we can move forward and achieve things we never imagined before.

Get To Know Yourself

Education can allow us to get to know ourselves better than ever. We can learn things about ourselves, whether it be through books, courses, or even consulting with a professional.

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Worldwide value.

Education is the best way to ensure a positive world value and view. Without a proper education, how else do we know what’s considered appropriate and how to behave?

While world peace may unfortunately seem like a far-fetched concept, with education we can get closer to this goal than we know. Education can teach us about our place in this world, and about our responsibility to humanity.

Teaches Values

Values are taught through education! Education exists far beyond the classroom or an exam. It’s taught at home, through what our parents and peers show us, and although not necessarily written down somewhere, such a teaching method is still a large aspect of what education entails.

Sharpens Your Thinking

Education is needed to think sharply and clearly!

Makes You Informed

Education makes you informed about the world around you, what’s going on and what kind of people are around you. Education can help you be more self-aware about your strengths and weaknesses, showing you were to shift your focus.

Logical Reasoning

When in an argument, if you aren’t well educated and don’t have your facts straight, then you aren’t likely to win. If you get upset about something, then being educated can also help you logically work through the situation and make sense of it, understanding all aspects.

Stay Focused

Education can help you stay focused and on track in the right direction by knowing what the right path is for you.

Allows For Innovation And Creativity

When it comes to being creative, in any way, shape, or form, the mind can only really reach its full potential if it’s been fed with the knowledge it needs to think outside the box.

Develop Life Skills

Education is the foundation of basic life skills and street smarts. While education might sound like a fancy technical term, it’s really everything we learn in life about how to best conduct ourselves from day to day.

Education can be the most freeing and empowering thing in the entire world!

Live Life To The Fullest

Truly living life to the fullest means being well-educated and holding a vast amount of knowledge about the world around us. It also means we continue to learn every day in all kinds of forms, whether it be from the people around us, newspapers, experiences, research, or traditional classes.

Breaks Barriers

Education breaks barriers between people, and allows people from across the globe to be empowered.

University of the People, a tuition-free , online university, is one powerful example of how education is being revolutionized – they offer students of all socio-economic backgrounds an equal chance at education.

Once upon a time, such a thing wouldn’t have been possible, but today such places like UoPeople have proven that these barriers truly can be broken through to receive higher education.

You Become Your Highest You

Education can allow you to become the best, fullest version of yourself, learning about what interests you, what you’re good at, becoming self-aware and conscious about the world around you. It can help you establish your place in this world, and feel complete.

Education In The Modern World

Education today is more important than ever before, and has reached new heights with new understandings of what it truly entails. Ask yourself “Why is education important?” and it will surely not be the same as anyone else’s answer.

While in modern society, holding a college degree is considered to be highly beneficial for a successful career and to be socially accepted, it is not the only means of education. Education is all around us in everything that we do, so use it wisely!

Better Schools: Tips to Implement Values Education in Your School

Values Education is an approach that’s shown great outcomes for students, teachers and schools. There’s a recipe to implementing Values Education that will see schools realise these benefits: this article takes a deeper look into these tips to implement Values Education in schools.

What is Values Education?

Values Education is an approach that acknowledges that effective schools needs to encourage, support and nurture the holistic development of students. In Australia, much of this effort was driven to meet the aspirations of the Melbourne Declaration on Educational Goals for Young Australians :

The curriculum will enable students to develop knowledge in the disciplines of English, mathematics, science, languages, humanities and the arts; to understand the spiritual, moral and aesthetic dimensions of life; and open up new ways of thinking.

Values Education is intended to help students understand and be able to apply values. Put simply, Values Education recognises the importance of a holistic approach to student learning and growth, and placed increased emphasis on values in a school’s curriculum and teaching.

What are the Benefits of Values Education?

Research established that Values Education has the potential to have a profound effect on the educational environment provided by a school. Classrooms became more respectful, harmonious and focused. Students became more kind, considerate and respectful, and gained important academic and interpersonal skills. Student wellbeing improved, particularly the voices of the students themselves. In addition, teacher-student relationships and the whole school environment were also strengthened!

It’s a compelling case to integrate values into a school curriculum. For further information, see our longer summary of the benefits of Values Education .

How can a School Successfully Implement Values Education?

From the outset, Values Education acknowledged that the approach requires values to be articulated, and learning about values requires a partnership between students, teachers and the whole school community.

The conclusions of the Final Report for the Australian Government Department of Education, Employment and Workplace Relations (DEEWR) extended these thoughts. Key elements found in schools that had that successfully implemented Values Education included the following:

Values Education needs to be regarded as a “core business” and a priority within the school.
Values Education needs to have the support of school leadership and a team of committed staff.
A common language needs to be developed to describe the values and the school’s expectations.
Values need to be taught in an explicit way, in the classroom and beyond the classroom.
Values need to reinforced by real world learning, including planned and unplanned learning opportunities.
Values Education needs to be scaffolded by supportive school wide practices, including teacher facilitation of student reflection.
Values Education needs reinforcement through consistent verbal acknowledgement and encouragement.
Values Education needs to align with high standards for overall participation, performance and achievement.

Using iyarn as a Tool for Values Education

In the school environment, iyarn starts conversations with students through simple, powerful check ins. iyarn is a flexible tool for pastoral care and student wellbeing that can be customised to the specific requirements of an individual school, a group of students or even individual students.

Through a simple user-friendly experience, students are prompted to think about a handful of key topics and how they’re currently feeling. This process provides rich, timely data that is perfect to provoke deeper thought or start a conversation.

The routine of checking in on iyarn helps support many of the ‘best practices’ for implementing Values Education in a school environment. Specifically:

iyarn helps build shared language on what matters to students, teachers and a school.
iyarn is a school-wide practice that reinforces and scaffolds the agreed values, whatever those values might be.
iyarn check ins are a verbal catalyst to talk about values, and how students are going in relation to the values.
iyarn provides actionable data and feedback that can help teachers support students in the right way, at the right time.

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Moral Values in Education Essay

The responsibility of educating a child falls on both the parents and the teachers. In most instances, teachers are always trying to get the parents to be part of their children’s education. On the other hand, parents tend to handle any communication from their children’s teachers delicately. For instance, notes and phone calls from teachers are a cause of serious concern for parents. Furthermore, whenever parents do not hear from teachers they often assume that all is well with their children.

Therefore, it is likely that students will be at a disadvantage because of the lack of communication between parents and teachers. Consequently, it is only natural for schools to teach moral values to students. Schools are relied upon by the community and parents to instill and reinforce moral values among students.

Teaching moral values to students eliminate the bias that is common with children from different backgrounds. Some students could be major beneficiaries of a school system that teaches moral values as they lack this foundation at home. Therefore, schools should teach moral values so as to contribute to social and educational harmony.

Schools are mostly public or private owned institutions that are expected to pass knowledge to students. Consequently, when schools are given the role of teaching moral values, this job is passed on to either the government or a few individuals. Most people feel that when schools teach moral values, the government is the organ that dictates what should be taught to students. Teaching moral values that are set up through government institutions elicits sharp emotions among various individuals.

On the other hand, most people are aware of the fact that parents teach their children moral values at a very tender age. Therefore, there is a possibility of moralities clashing when schools start introducing opposing points of view as part of the students’ curriculum.

The dominance of personal opinions among various teachers presents a challenge to the validity of teaching moral values in schools. Schools should not teach moral values because this creates several dimensions of conflict that involve teachers, students, the government, and parents.

Those people who support the argument that schools should teach morality are of the view that it is futile for students to gain all other skills in life and end up lacking in moral values. Consequently, students will go to school and learn scientific applications, events in history, how to calculate, among other skills. However, this knowledge can be highly improved by a student’s ability to express honor, kindness, empathy, and integrity towards others.

Therefore, when schools teach moral values, they create a worthwhile balance in the students’ lives. Furthermore, when too much value is attached to end results and achievements, moral transgressions are likely to occur. Teaching moral values in schools do not involve a tyrannical activity that is engineered by the government and other forces.

Moral curriculums can be developed jointly by the staff, parents, sociologists, religious leaders, and other stakeholders. Consequently, a moral curriculum does not only consist of controversial biases, as most people believe. The fears that moral education can be easily highjacked by third parties and individuals with self-interests are unfounded. For instance, in schools where moral education is instituted through a joint effort, positive results are achieved.

The relationship between moral values and the education system is far-fetched. Moral education is more aligned with culture than it is related to the education system. Furthermore, all education systems are streamlined and standardized. Moral values and systems are flexible and it is unlikely that a standard education curriculum can accommodate this flexibility. For example, accommodating moral education in the school system would mean that different students receive different types of education by their cultural backgrounds.

Those who argue in favor of moral values being taught in schools claim that students need more than formal education for them to be good citizens. However, there is evidence that indicates that the most valuable citizens are the ones who explore and question authorities with the view of understanding the basis of rules and laws.

There are concerns that most moral curriculums are only meant to suppress the curiosity of the citizenry with the aim of subjecting individuals to imperialist regimes. Moreover, political and economic factors are more likely to influence the moral behaviors of children in school systems.

The debate on whether schools should teach moral values to students stretches far and wide. One school of thought believes that it is not the school’s responsibility to teach morality to students. On the other hand, another group feels that an educational experience is not complete without moral values. There are concerns that teaching moral values in schools undermines the role of culture in students’ lives.

Furthermore, it is often argued that teaching morality would create confusion in schools because different students subscribe to different moral systems. This latter view is opposed by the argument that not all moral values are subject to controversy. Proponents of teaching moral values in schools also point out that this system has proved to be helpful in the past.

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Essay on Importance of Education for Students

500 words essay on importance of education.

To say Education is important is an understatement. Education is a weapon to improve one’s life. It is probably the most important tool to change one’s life. Education for a child begins at home. It is a lifelong process that ends with death. Education certainly determines the quality of an individual’s life. Education improves one’s knowledge, skills and develops the personality and attitude. Most noteworthy, Education affects the chances of employment for people. A highly educated individual is probably very likely to get a good job. In this essay on importance of education, we will tell you about the value of education in life and society.

Importance of Education in Life

First of all, Education teaches the ability to read and write. Reading and writing is the first step in Education. Most information is done by writing. Hence, the lack of writing skill means missing out on a lot of information. Consequently, Education makes people literate.

Above all, Education is extremely important for employment. It certainly is a great opportunity to make a decent living. This is due to the skills of a high paying job that Education provides. Uneducated people are probably at a huge disadvantage when it comes to jobs. It seems like many poor people improve their lives with the help of Education.

Better Communication is yet another role in Education. Education improves and refines the speech of a person. Furthermore, individuals also improve other means of communication with Education.

Education makes an individual a better user of technology. Education certainly provides the technical skills necessary for using technology . Hence, without Education, it would probably be difficult to handle modern machines.

People become more mature with the help of Education. Sophistication enters the life of educated people. Above all, Education teaches the value of discipline to individuals. Educated people also realize the value of time much more. To educated people, time is equal to money.

Finally, Educations enables individuals to express their views efficiently. Educated individuals can explain their opinions in a clear manner. Hence, educated people are quite likely to convince people to their point of view.

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Importance of Education in Society

First of all, Education helps in spreading knowledge in society. This is perhaps the most noteworthy aspect of Education. There is a quick propagation of knowledge in an educated society. Furthermore, there is a transfer of knowledge from generation to another by Education.

Education helps in the development and innovation of technology. Most noteworthy, the more the education, the more technology will spread. Important developments in war equipment, medicine , computers, take place due to Education.

Education is a ray of light in the darkness. It certainly is a hope for a good life. Education is a basic right of every Human on this Planet. To deny this right is evil. Uneducated youth is the worst thing for Humanity. Above all, the governments of all countries must ensure to spread Education.

FAQs on Essay on Importance of Education

Q.1 How Education helps in Employment?

A.1 Education helps in Employment by providing necessary skills. These skills are important for doing a high paying job.

Q.2 Mention one way in Education helps a society?

A.2 Education helps society by spreading knowledge. This certainly is one excellent contribution to Education.

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Essay on Importance of Education for Children and Students

Table of Contents

Importance of Education Essay: The importance of education in society is undeniable. It is a necessity that helps us to grow as individuals and become better citizens. It is also an important tool that helps us to acquire new skills and knowledge. Education is the key to success in life. It is also the best way to reduce poverty and crime. It helps us to become more responsible and mature. It also helps us to become more aware of our surroundings and the people around us.

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Importance of education is a topic which can be written about in many different ways. Here are a few essays that can help students in essay writing . We have provided both long and short essays on importance of education in the society for students of classes 1 to 12.

Education is the most powerful weapon which you can use to change the world. – Nelson Mandela

Long and Short Essay on Importance of Education in English

We all want to see our kids going towards success which is only possible through the good and proper education. Every parent tells their kids from childhood about the importance of education in the life and all the advantages of education to make their mind towards better study in the future. Make your kids and children habitual of writing essays, participate in debates and discussion and many more skill enhancing activities in the schools or at home using such simple essays. We are here to help you all parents in making your kid’s better future by providing simple essay on importance of education. Following importance of education essay are easily worded and given under various words limit especially for students. You can select anyone of these according to the class standard:

Essay on Importance of Education 100 words

Better education is very necessary for all to go ahead in the life and get success. It develops confidence and helps building personality of a person. School education plays a great role in everyone’s life. The whole education has been divided into three divisions such as the primary education, secondary education and Higher Secondary education. All the divisions of education have their own importance and benefits. Primary education prepares the base which helps throughout the life, secondary education prepares the path for further study and higher secondary education prepares the ultimate path of the future and whole life. Our good or bad education decides that which type of person we would in the future.

Essay on Importance of Education 150 words

In such competitive world, it is must for all to have good education. The importance of higher education has become increased in getting good job and position. Proper education creates lots of ways to go ahead in the future. It makes us strong mentally, socially and intellectually by increasing our knowledge level, technical skills and good position in the job. Each and every kid has their own dream of doing something different in the life. Sometimes parents dream for their kids to become a doctor, IAS officer, PCS officer, engineer and other high level positions. There is only one way to all dreams which is good education.

Students who are interested in other areas like sports, game, dance, music, etc., continue their further study together with their specialties in order to have degree, knowledge, skill and confidence. There are many boards of education such as UP board, Bihar board, ICSE board, CBSE board, etc., according to the state. Education is a very good tool which benefits all through the life.

Importance of Education Essay 200 words

Education is very important tool for everyone to succeed in life and get something different. It helps a lot in lessening the challenges of life difficult life. Knowledge gained throughout the education period enables each and every individual confident about their life. It opens various doors to the opportunities of achieving better prospects in life so promotes career growth. Many awareness programmes has been run by the government in enhance the value of education in rural areas. It brings feeling of equality among all people in the society and promotes growth and development of the country.

Education plays a paramount role in the modern technological world. Now-a-days, there are many ways to enhance the education level. The whole criteria of education have been changed now. We can study through the distance learning programmes after the 12 th standard together with the job. Education is not so costly, anyone one with less money may study continuously. We can get admission in the big and popular universities with fewer fees through the distance learning. Other small training institutes are providing education to enhance the skill level in particular field.

Importance of Education Essay 250 words

Education is must for both men and women equally as both together make a healthy and educated society. It is an essential tool for getting bright future as well as plays a most important role in the development and progress of the country. Citizens of the country become responsible for the better future and development of the country. Highly educated people become the base of the developed country. So, proper education makes the bright future of both, the individual and the country. It is only educated leaders who build the nation and lead it to the height of success and progress. Education makes people as perfect and noble as possible.

Good education gives many purposes to the life such as enhancement of the personal advancement, increase social status, increase social health, economical progress, success to the nation, set goals of life, make us aware towards many social issues and gives solutions to solve environmental problems and other related issues. Now-a-days, education has become very simple and easy because of the implementation of distance learning programmes. Modern education system is fully capable to remove the social issues of illiteracy and inequality among people of different race, religion and caste.

Education develops the people’s minds to a great level and helps in removing all the differences in the society. It makes us able to become a good learner and understand every aspect on life. It provides ability to understand all the human rights, social rights, duties and responsibilities towards country.

Essay on Importance of Education 300 words

Education is an essential tool for bright future for all of us. We can achieve anything good in the life using the tool of education. Higher level of education helps people in earning social and family respect and unique recognition. Education time is a crucial part of life for everyone personally and socially. It provides a person a unique standard in the life and feeling of well being. Education provides ability to solve any big social and family and even national and international level problems. No one of us can unseen the importance of education in the life in every aspect. It turns the minds towards positivity in the life and removes all the mental problems and negativity.

It changes the people’s thought by bringing positive thoughts and removing negative thoughts. Our parent plays a great role in turning our mind towards education from childhood. They try their best to give us good education from the popular educational institutions. It provides us opportunity to gain technical and highly skilled knowledge as well as enlarge our views all over the world. Best ways to enhance the skill and knowledge level is to get practiced of reading news paper, seeing educational programmes on TV, reading books of good authors, etc. Education makes us more civilized and better educated. It helps us in making better position in the society and achieves dreamed position in the job.

It makes us able to become a good doctor, engineer, officer, pilot, teacher, etc., in the life whatever we want to become. Regular and proper study leads us towards success by making a goal of life. Earlier the education system was so tough and people from all castes were not able to get education according to their own wish. It was very tough to get admission in the proffered colleges because of high cost. But now it has become so simple and easy to go ahead in the education.

Essay on Importance of Education 400 words

Home is the first place of education and parents are first teacher in everyone’s life. In our childhood, we get first impression of education from our home especially form our mother. Our parents let us know the importance of good education in the life. When we become three or four years old, we sent to the school for the proper, regular and sequential study where we have to give many exams and then we get a pass certificate for one class. Slowly we go ahead by passing our one by one class until we get passed successfully till 12 th standard. Then start preparations for getting admission to the technical or professional degree which is called as higher study. Higher study is very necessary for all to get good and technical job in the life.

We become a well educated person in the life by the efforts of our parents and teachers. They are real well wishers of us who helps us in leading our life towards success. Now-a-days, many governmental programmes have been implemented to enhance the education system so that everyone may get access to the proper education. Lots of advertisements are shown on the TV and news to make people aware of the advantages and importance of education especially in the rural areas as people in backward or rural areas do not want to study because of poorness and improper understating towards the education.

Earlier the education system was so tough and costly, poor people were not able to get higher studies after the 12 th standard. There was so much differences and inequality in the society among people. People of higher caste were studying well and people of lower caste were not allowed to study in the schools and colleges. However currently, the whole criteria and theme of education has been changed to a great level. There are many rules and regulations have been made and implemented by the Indian government to make education system accessible and less costly for all level of people. Most importantly the distance learning programmes has made higher studies so simple and cheap so that people from backwards areas, poor people and people living good life may get equal access to the education and success in the future. Well educated people make the healthy pillar of the country and lead it ahead in the future. So, education is the tool which can make every impossible thing possible in the life, society and nation.

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Importance of Education Essay FAQs

What is the importance of education.

Education is important because it helps people learn about the world around them and make informed decisions. It also helps people develop the skills they need to succeed in life.

Why education is important in India?

Education is important in India because it helps to reduce poverty, improve health and reduce gender inequality. It also helps to promote economic growth and reduce child labour.

Is education important for life?

Education is important for life because it helps people acquire the knowledge and skills they need to be successful. It also provides people with the opportunity to develop their talents and abilities.

What is Education?

Education is the process of acquiring knowledge, skills, values, beliefs, and habits. Education is typically divided into three phases: primary, secondary, and tertiary.

How Education helps in Employment?

Education helps people get better jobs, earn more money and helps them advance in their careers.

Mention one way how Education helps a society?

Education can help to reduce crime rates by teaching people about the law and helping them to develop skills that can lead to productive careers.

Importance of Value Education

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Table of Contents

Remember the days, when your grandma used to tell you stories with morals of good behavior and conduct? Those qualities remain imprinted on our minds for a lifetime. Such is the Importance of Value Education. Eventually, a subject should be included in the curriculum to teach moral values, harmony as well as respect for everyone. Many countries have Moral Education as part of their curriculum. Also, it helps to shape the overall personality of an individual. Additionally, it inculcates qualities like patriotism, emotional stability, and brotherhood.

List of Topics in this blog:

What is the meaning of value education.

Importance of Value Education in different Phases of life

What are the components of Value Education?

Part of Family in teaching Importance of Value Education
Part of Schools in Value Education
Value education for the Environment
Importance of Value Education for Humanity
Importance of Value Education Essay
Scope of Value Education

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You might have often heard about discovering the self through spiritual practices. Eventually, value education is said to discover oneself through moral values. They are a part of the wisdom of life. Also, they can be systematically inculcated through formal education. The importance of value education means to follow principles like honesty, compassion, good manners, responsibility and respect. It shapes the overall character of a person. Value education adds value to your life. Similarly, the value of education essay can be followed for better information. It makes your child strong and reasonable physically as well as emotionally.

Importance of Value Education in different Phases of life:

The first step of education begins at home. According to changing environment, our children must be sensitive to their domestic responsibilities. Eventually, it moulds children to effectively carry out their social and democratic responsibilities. Moreover, they should spread moral values to one another. Teach them respect for people of all cultures and religions. Value of Education essay will guide them. This will directly lead them to make sound decisions. Kindness and compassion should be their asset. Good manners and the importance of Value Education will lead them a good long way in their life.

Young Adults:

Young adults are like a key to adulthood. Make the right key and open the door of their future. Even a slightly distorted key will not open the lock. If these young adults have some sort of values from childhood then it will be easy to shape them. Soon they will go beyond our political, cultural, and religious differences. Take special efforts to teach them the defence of human rights and the protection of minorities. Inculcate the habit of environmental conservation in them for the better future of our planet. Also, the Importance of Value Education Essay will play a significant role in shaping their future. Also, it will help them find their right purpose in life.

Sometimes, adults can also behave like immatures. Morally perfect adults are not born. Just as we learn languages, these moral qualities are also learnt gradually. Disciplined childhood and well-behaved young adults turn into better adults. Cases of domestic violence will be fewer if adults know the Importance of Value of Education. Moreover, other social issues like Terrorism, corruption and dishonesty can be erased if every adult lives up to its standard. Also, they’ll set an example for the children. They will hold the reins of the present to lead towards a better future.

Certain families have their old grandparents at home. Children are very close to them. These small learners grasp quickly looking at their old ones. If the old people follow the Importance of value education in their life, then the young generation can be moulded well. If the old people are not proper in their conduct then they can be guided to do so. Provide them with the value of education essay and wait for the result. If the roots are strong, then no storm cannot shake the tree. Their contribution matters a lot to society.

Finally, these four generations form an entire nation. Like the four wheels of a car, they carry the load of lives. Not only do they move the journey of life forward but also they add the essence to it.

Character Education:

To live and work together as families, friends, neighbours, communities and nations are called character education.

What is character education?

Character education of children and teenagers is the responsibility of parents, teachers and members of the community. Together they create a positive character in the children. It is the process in which good habits are formed along with good thoughts and deeds. It is a learning process in which students in the school care about each other. They learn the core ethical values such as respect, justice as well as a civic virtue. Moreover, taking responsibility for self and others is also important. Such values form the attitudes of our little ones. Their actions provide for safe, healthy and informed communities. These things make the foundation of our society.

Role of school in character education:

In the first place, children spend most of their time in classrooms. This time can be the golden hour to explain and teach them the core values. This will form their character in a better way. School books should include emotional, intellectual and moral qualities to teach them regularly. They can discuss and enact positive social behaviours. Leadership qualities and involvement of students in every activity are a must. Moreover, the school provides multiple opportunities for students to learn and engage. They should be taught the Value of Education essay as well as other such things.

Culture Education:

India is a land of people where Culture plays a pivotal role. It is the customs and beliefs that shape our lives. The way of living described by a specific community or country can be termed culture. The values shared by a group of people make their bond stronger with time. Culture defines your attitude towards the world. Your communication with others is also a part of the culture. It’s all about politeness and thinking about the well-being of others. How you take, learn, and influence your environment is a pivotal task. Those people who behave well in culture will go long way. Education processes must be incorporated such as including cultural learning in their curriculum. If culture is a part of studies then the students feel respected and safe to learn and participate.

How is culture important for the child?

Culture is all about how we make ourselves better within our society’s limits.
It gives brief knowledge about values and traditions.
The physical and social preferences of students are considered in a culture.
It defines the communication of students with parents, siblings, neighbours and teachers.
Culture-based education forms the base of future life.
Also, their language and communication is improved.
Self-esteem and respect for all are the benefits of this culture.

Morality Education:

If your children or students are always struggling to decide between what is right and wrong, then they are on the path of morality. Surely, guide them with Moral values. These can be explained as instructions that guide a person to decide between right and wrong. Honest as well as fair judgments are essential in daily life. Morality along with self-awareness is the very best thing to teach. Moral values should be taught in early childhood. It leads them to the right turn. Honesty must be their prior selection in every condition.

Also, they should learn to respect everyone in their life. A pleasant personality is a long-lasting gift of self-righteousness. If that is combined with a strong character, then the life of the students will be well balanced. Moreover, the school and family’s support is important in leading them on the right path. It is crucial to hold their hands as they search the Island of their own moral values. So start inculcating moral values in them from an early age.

Society Education:

Mankind is a civilized species, which cannot live alone. He needs people around him. People rejoice with him in his happiness. People join him in his sorrows. As a child grows, he watches his world expand fast. From his liking towards birds and animals, he shifts his focus towards friends and family. These little ones need companions to play with. Specially they seek friends in their neighbourhood. Eventually, they share their mental thoughts with their close ones. Finally, he moves towards society with many dreams. Society brings individual discipline. It removes the differences between caste and creed. Moreover, it shows the importance of an ethical world. Also, it forms the base of National integration. So the functioning of society is important for every individual. Also, it plays an important role in shaping the future of our children.

Part of Family in teaching Importance of Value Education:

The first school of a child is Family. They learn habits at an early age by watching their parents and grandparents. They imitate what they see around them. Pour Love, compassion and respect into them through family values. Bitter experiences can degrade the mental and emotional growth of young ones. If the family socializes well, then the children will also learn those values. They will be emotionally strong and happy. Not to mention, if their families show love towards national integrity then they will bend towards the same. The family cultivates an informal way of learning. Self-sacrifice and mutual love is the main motto of the family in everyone’s life.

As a family, you can set up your child mentally and physically. Follow the below points for that.

In the first place, be the role model that your child wants to be.
Stop them if they indulge in dishonest deeds.
Motivate them for their good work.
Initialize a set of cultural values for your youngsters.
Imbibe respect for women in the family.
Deal with them in a rational manner.
Be an authoritative parent when required. It will create consciousness of someone watching for their good.
Cultivate qualities like tolerance and patience in them.

Part of Schools in Value Education:

Remember the ancient teaching system in our country. There were ashrams where students used to live and study. There were gurus and students living under one roof. Be it a prince or a normal child, they lived together and worked together. Daily household chores were part of their education as well. The teaching method was also the same way. The value of the education essay that we write now, those qualities were imbibed in students practically. That system does not exist now, but the essence can still be followed. The importance of value education is still the same. If the seed is planted properly with enough sunshine and water, then the plant grows strong. The same is true for the students. The teacher can be a perfect gardener for her saplings. Not to mention, such a garden will be a beautiful place to wander.

Educational Institutes can follow these steps for the holistic learning of the students.

Perform Curricular and Extracurricular activities for their development.
Imbibe teamwork as well as leadership qualities as early as possible.
Teachings coupled with stories will make a positive effect on them.
The study materials, like textbook contents, play a vital role to shape their personality.
Examples of great leaders and artists can be of help in shaping them.
Good literature also imparts values of a certain class or decade.
Environmental science can train them to think of nature first.
Mathematics increases their IQ level as well as aptitude. It helps them to think in the correct order.

Value education for the Environment:

Value education not doesn’t only mean generating qualities for oneself. Essays on the importance of value education are not enough to make the required change. Teach Children from an early age to protect the environment. Planting more and more trees is more important than the value of education essay. If planting and nurturing nature is formed as a habit among children and their parents, then this world will be a wonderful place. Along with manners, pollution will also be in check. For a sustainable world, we need stable economies. And eventually, for everything we need a stable nature. So, along with governments and institutions, a responsible public is also required. Schools should conduct Tree plantation activities to educate children on a mass scale. Protect Rivers and soil along with trees.

Importance of Value Education for Humanity:

This world will be a beautiful place if everyone cares for each other’s emotions. In the first place, if everyone respects each other’s religion then there will be peace everywhere. Also, no blood will be shed for the sake of religion. Moral values need to be imprinted in everyone’s heart. Then there will be no bitterness towards anyone. We can create this future together. Foster our children with these values. So, let us everyone take part to make this place less harmful and more lively. Because life is the essence of everything.

Importance of Value Education Essay:

Imparting value education at an early stage of life is very important for a child’s development. It is a method which develops positive abilities and good behaviour in them. The first and foremost step towards that is through the family. The young ones especially the toddlers learn by watching family members. So, we should try to be their role models. Then the next stage for the Importance of value education in their life is at school. Eventually, teachers should handle them with care. Moreover, good teachings can help them to be a better citizen. The neighbourhood and friends also play a crucial role in developing them. So, for the better tomorrow of our children, impart moral values to them. Then only the unity and dignity of the country and society will be intact.

Scope of Value Education:

In order to rate anything related to our life, we judge it on the basis of its scope. The value of education makes a good deal of difference to our society. Its importance is coupled with schools, which are promising to make value education an integral part of the education process. In near future, every school will include the Importance of Value education in their curriculum. Value education tends to make a positive contribution to society.

Good living and trust are the main factors in it.
Moral education and personality education are the two parts of the same coin.
Value education leads to the philosophy of achieving similar goals.
In addition, one can improve a student’s behaviour and attitude with the help it.
Hard work is the only way towards success as well as it goes hand in hand with morality.

Conclusion:

If a person is kind and honest. Also, if he shows gratitude towards life and cares for others, then he is said to be of high moral standards. Everyone can possess these morals. by everyone. We need to take some effort to those standards. Families should take extra efforts to shape their children. Schools and teachers are a blessing to mould these wet clays into righteous pupils. In addition, choose a good neighbourhood for them. The present and future of a society depend on the Importance of Value Education. Cooperation and generosity can help greatly to achieve these goals. Moreover, one should be generous towards the environment as well.

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Importance of Value Education: Essay & Speech
Here are the top reasons why value education in school is important: Value education can play a significant role in shaping their future and helping them find their right purpose in life. Since school paves the foundation for every child's learning, adding value-based education to the school curriculum can help them learn the most important ...
Importance of Value Education: Aim, Types, Purpose, Methods
Importance of Value Education Overview. Value-based education places an emphasis on helping students develop their personalities so they can shape their future and deal with challenges with ease. It shapes children to effectively carry out their social, moral, and democratic responsibilities while becoming sensitive to changing circumstances.
Value of Education Essay in English for Students
500 Words Essay On Value of Education. Education is a weapon for the people by which they can live a high-quality life. Furthermore, education makes people easy to govern but at the same time it makes them impossible to be enslaved. Let us take a look at the incredible importance of education with this value of education essay.
Importance of Education Essay
Education involves learning new skills and acquiring knowledge to have a better understanding of different disciplines. Here are a few sample essays on the importance of education. 100 Words Essay on The Importance of Education. Education is an important element in an individual's life to go ahead and find success. Parents, schools, and ...
Importance of Value Education in School and in Life
Clearly, value-based education is essential for the holistic development of a child. Value education develops a well-balanced individual with a strong character and value. That is why you should send your child to a school that offers valuable education. We hope this importance of value education essay has helped you.
Fostering Core Values in Education: A School's Responsibility
In the importance of core values in school essay, I'm writing is about values, values-infused curriculum, values education programme and ways in which values can be infused in a school curriculum. Values are our beliefs, the way we act, the way we think, our authority, how we feel towards situations, our families, our friends and ourselves.
Core Values in Education From the Perspective of Future Educators
The Living Values Education Program was launched in 2012, the name of values education at schools, and has been implemented in different horizons in Turkey since then. The selected values by the authorities were added in the curriculum, and teachers were asked to teach these values within different activities as part of the instruction.
Full article: Virtues and values education in schools: a study in an
The first is that virtues are internal, and values are external (25 times). The second distinction is that values are attitudinal or cognitive and virtues are operational (47 times). The third is that virtues are Christian, and values are secular (8 times). In. Table 10.
Values Education: Why the Teaching of Values in Schools is Necessary
As it stands, values education as taught in schools has a grounding problem—it cannot point to a sufficient basis for validation. Values education is too individualistic, relativistic, and ultimately subversive of a serious moral commitment. This article argues that a sufficient case can be made for the explicit teaching of values but only on ...
Importance, types, and methods of Value education
The importance of values lies in molding the youth, and aiding them in adapting to changing circumstances. Value education also plays an important role in helping individuals carry out social, moral, and democratic obligations. Character, citizenship, emotional, and spiritual development are all its forms. High-quality learning sessions can ...
Values education and holistic learning: Updated research perspectives
Abstract. The article introduces the special issue by exploring international research findings that identify certain forms of values education constituting an effective catalyst for good practice pedagogy and, in turn, contributing to holistic learning. It refers firstly to research that justifies and explains how values education works to ...
Integrating Values Education into the Curriculum: A Domain Approach
The goal is to provide teachers with some guidance for how to engage in domain-appropriate moral education that will complement, rather than compete with, teachers' more general academic aims. The suggestions and examples provided here are not meant to serve as a curriculum per se but, rather, as a template for teachers to use in adapting their ...
The Role of Personal Values in Learning Approaches and Student
Mainly, schools and other educational institutions are the places where students continue their value education process, which begins at home. One of the objectives of values education in schools is to develop a healthy, consistent and balanced personality in students . In that sense, formal educational interventions are better focused on ...
Why Is Education Important? The Power Of An Educated Society
Nelson Mandela famously said, "Education is the most powerful weapon which you can use to change the world.". An educated society is better equipped to tackle the challenges that face modern America, including: Climate change. Social justice. Economic inequality.
The Value of Inclusive Education
Inclusive education values diversity and the unique contributions each student brings to the classroom. In a truly inclusive setting, every child feels safe and has a sense of belonging. Students and their parents participate in setting learning goals and take part in decisions that affect them. And school staff have the training, support ...
Values in the School Curriculum from Teacher's Perspective: A Mixed
1. Introduction. Values are central concepts in the social sciences, and the transmission of values is part of socialization, where behaviors and attitudes are passed on from one generation to the next (Makarova et al., 2018).For this reason, the importance of value formation through education is increasingly being discussed internationally (Matthes, 2004; Beck, 1990; Halstead, 1996), as it is ...
A conceptual exploration of values education in the context of ...
This article is based on the assumption that values education has much to offer to a country that is struggling to overcome a fractured moral landscape. Pursuing a modest agenda, the focus of the article is on values and values education in the context of schooling in South Africa. We suggest that debates about what constitutes values and ...
Why Is Education Important: All The Reasons To Stay In School
6. A Safer World. Education is something that's not only needed on a personal level, but also on a global level, as it's something that keeps our world safe and makes it a more peaceful place. Education tends to teach people the difference between right and wrong, and can help people stay out of risky situations. 7.
Better Schools: Tips to Implement Values Education in Your School
Put simply, Values Education recognises the importance of a holistic approach to student learning and growth, and placed increased emphasis on values in a school's curriculum and teaching. ... Values Education needs to be regarded as a "core business" and a priority within the school. Values Education needs to have the support of school ...
The Importance of Values Education
The Importance of Values Education. Posted on: April 3, 2024. This paper was written by one of the editors, Roger Gordon Packham, Western Sydney University, Associate Professor. Values education is needed for the traditional reasons of educating people of character who will ensure a harmonious society, one that can deal in better ways with many of the current social issues and helps to promote ...
Moral Values in Education
Moral education is more aligned with culture than it is related to the education system. Furthermore, all education systems are streamlined and standardized. Moral values and systems are flexible and it is unlikely that a standard education curriculum can accommodate this flexibility. For example, accommodating moral education in the school ...
Essay on Importance of Education in Life and Society (500+ Words)
Education is a weapon to improve one's life. It is probably the most important tool to change one's life. Education for a child begins at home. It is a lifelong process that ends with death. Education certainly determines the quality of an individual's life. Education improves one's knowledge, skills and develops the personality and ...
Essay on Importance of Education for Children and Students
Importance of Education Essay: The importance of education in society is undeniable. It is a necessity that helps us to grow as individuals and become better citizens. It is also an important tool that helps us to acquire new skills and knowledge. Education is the key to success in life. It is also the best way to reduce poverty and crime.
Importance of Value Education
Importance of Value Education Essay: Imparting value education at an early stage of life is very important for a child's development. It is a method which develops positive abilities and good behaviour in them. The first and foremost step towards that is through the family. The young ones especially the toddlers learn by watching family members.

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Importance Of Education Essay - 100, 200, 500 Words

200 Words Essay on The Importance of Education

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