REPORT

ON

School education- How far it is a value building source- a study among

missionary versus non missionary schools

Under the guidance of:

Dr. Pinaki Ghosh

Submitted by:
08 - Pummy Reshma Toppo
12 - Harshita Sachan
15 - Tiganlung Rikhi Panmei
16 - Wade Gerard Calvert
24 - Sudeep Banerjee
Department of marketing
Batch 2013-15

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 TABLE ON CONTENTS
Serial Content Page no.
no.

1. ACKNOWLEDGEMENT 3

2. INTRODUCTION 4

3. INDUSTRY PROFILE 6

4. LITERATURE REVIEW 9

5. OBJECTIVE OF THE STUDY 18

6. RESEARCH METHODOLOGY 19

7. PROBLEM ANALYSIS 22

8. FINDING 28

9. CONCLUSIONS 31

10. LIMITATIONS 32

11. SUGGESTIONS 32

12. BIBLIOGRAPHY 33

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 ACKNOWLEDGEMENT

This report is a combined effort of many people who have contributed in their
own ways in making this report effective and purposeful. I would like to take
the opportunity of thanking all those who have been instrumental in preparing
this report.

I am extremely grateful to Dr. Prof Pinaki Ghosh , for guiding through this
project. It was a great experience working under his supervision.

I also extend my heartiest gratitude to students and teachers , who provided me

every relevant information and guidance in making this project a success. I
would also like to thank them for giving their valuable time on report.

Last but not the least, I would like to thank all the students of XISS who made
our reachability extremely comfortable and assisted us, in their own ways, to
make this report a success.

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 INTRODUCTION

Education is necessarily a process of inculcating values to equip the learner lead a

life – a kind of life that is satisfying to the individual in accordance with the cherished values
and ideals of the society. Philosophers, spiritual leaders and educationists of our country, all
in various ways, have emphasized the role of education for ‘character development’,
‘bringing out the latent potentialities and inherent qualities’ and developing an ‘integrated
personality’ for the well being of the individual and the society at large. Whatever term me
may use, the importance of developing values has long been embedded in the age old
traditions of India’s civilizational and cultural heritage, spanning over the centuries. The
diverse and rich cultural heritage that we are so fortunate to inherit in our country is in many
ways symbolic of the foundation and wellspring of values from which we draw our values
nourishment. Life of individuals and communities and that of our saints, sages and
philosophers are examples of values like self-discipline, survival in the absence of material
resources, simplicity, handling conflicts without violence, exploring simple but revolutionary
ideas as a mark of superior conduct and living.

The concern for value education are reflected in our key policy documents from time to time.
After independence the National Commission of Secondary Education (1952-53) was a
significant landmark in emphasizing character building as the defining goal of education.
“The supreme end of the educative process should be the training of the character and
personality of students in such a way that DEPFE, NCERTthey will be able to realize their
full potentialities and contribute to the well-being of the community.”

Philosophers, spiritual leaders and educationists of our country, all in various ways, have
emphasized the role of education for ‘character development’, ‘bringing out the latent
potentialities and inherent qualities’ and developing an ‘integrated personality’ for the well
being of the individual and the society at large. Whatever term we may use, the importance of
developing values has long been embedded in the age old traditions of India’s civilisation and
cultural heritage, spanning over the centuries. The diverse and rich cultural heritage that we
are so fortunate to inherit in our country is in many ways symbolic of the foundation and

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wellspring of values from which we draw our values nourishment. Life of individuals and
communities and that of our saints, sages and philosophers are examples of values like self-
discipline, survival in the absence of material resources, simplicity, handling conflicts
without violence, exploring simple but revolutionary ideas as a mark of superior conduct and
living.

Schools are the microcosms of the world. Children and youth need to be educated to
practice the commonly held values of harmony and peace with self and others. Children are
envoys of the future. As per the population projection, India will have one of the youngest
populations in the world by 2020. This vast human resource will shape the nation and the
world.

From broader perspective, the aim of education and value is linked with the
fundamental question of what education itself is meant for. From individual’s perspective, the
purpose is to enable students achieve personal fulfilment for success in life and work. From
societal perspectives, education aims to prepare young people to contribute to the
society/nation and world around. However, education is to be perceived as an outcome but as
an experience in itself, which will enable student to live safe, healthy and fruitful life and
become responsible citizens who make positive contributions to the society.

Education for values aims at promoting broader capabilities, attitudes and skills that
matter not just in schools but also life beyond schools, making the world a better place not
just for themselves but also for their family, friends, colleagues and others. Education for
values underpins the understanding that values are to be inculcated in students not just, for
their own interest but also for the common good reflecting the balance between individual’s
interest and larger interest. The focus therefore cannot only be improving of academic
knowledge, practical and technical skills mostly tied to market needs and employability but
also holistic education focusing on the emotional and relational skills conducive to health and
wholeness of the society and the nation. The aim of holistic development of students can thus
be located in education for values. Education in values also prepares student for the world of
work.

The attitudes and values of hard work, discipline, cooperation, communication skills
etc. enable them to develop healthy interpersonal relationships at home and in school which
in turn facilitate their better adjustment on the job. Fostering values in school students

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therefore needs to be seen as an investment in building the foundation for lifelong learning
and promoting human excellence. The capacity to listen patience, endurance, cooperation,
team work, positive attitude towards study, work and life are the hallmarks of a good student
or a person. So values, in fact, promote both academic as well as human excellence.

INDUSTRY PROFILE

EDUCATION IN INDIA

Education in India is provided by the public sector as well as the private sector, with control
and funding coming from three levels: central, state, and local. Under various articles of
the Indian Constitution, free and compulsory education is provided as a fundamental right to
children between the ages of 6 and 14.

India has made progress in terms of increasing the education attendance rate and
expanding literacy to approximately three-quarters of the population in the 7-100 age group,
by 2011. India's improved education system is often cited as one of the main contributors to
its economic development. Much of the progress, especially in higher education and scientific
research, has been credited to various public institutions.

At the primary and secondary level, India has a large system complementing the government
run schools, with 29% of students receiving private education in the 6 to 14 age
group. Certain post-secondary technical schools are also private. The private education
market in India had a revenue of US$450 million in 2008, but is projected to be a US$40
billion market.

As per the Annual Status of Education Report (ASER) 2012, 96.5% of all rural children
between the ages of 6-14 were enrolled in school. This is the fourth annual survey to report
enrolment above 96%. Another report from 2013 stated that there were 229 million students
enrolled in different accredited urban and rural schools of India, from Class I to XII,
representing an increase of 2.3 million students over 2002 total enrolment, and a 19%
increase in girl's enrolment. While quantitatively India is inching closer to universal
education, the quality of its education has been questioned particularly in its government run
school system. Some of the reasons for the poor quality include absence of around 25 percent

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of teachers everyday. States of India have introduced tests and education assessment system
to identify and improve such schools.

In India's education system, a significant number of seats are reserved under affirmative
action policies for the historically disadvantaged Scheduled Castes and Scheduled Tribes
and Other Backward Classes. In universities, colleges, and similar institutions affiliated to the
federal government, there is a minimum 50% of reservations applicable to these disadvantaged
groups, at the state level it can vary. Maharashtra had 73% reservation in 2014, which is the
highest percentage of reservations in India.

Education in India

Indian Department of Education

Ministry of Human Resource Smriti Zubin Irani

Development

National education budget (2005–2012)

Budget 991 billion(US$16 billion)

General details

Primary languages Hindi, English, or State language

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 System type federal, state, private

Established 1 April 2010

Compulsory Education

Literacy (2011])

Total 74%

Male 82.2%

Female 65.5%

Enrollment (2011)

Total (N/A)

Primary 93%

Secondary 69%

Post secondary 25%

Attainment

Secondary diploma 40%

Post-secondary diploma 7%

Literacy
According to the Census of 2011, "every person above the age of 7 years who can read and
write with understanding in any language is said to be literate". According to this criterion,
the 2011 survey holds the National Literacy Rate to be around 74.07%. The youth literacy
rate, measured within the age group of 15 to 24, is 81.1% (84.4% among males and 74.4%
among females).

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Within the Indian states, Kerala has shown the highest literacy rates of 93%
whereas Bihar averaged 63.8% literacy. The 2001 statistics also indicated that the total
number of 'absolute non-literates' in the country was 304 million.

Education is a fundamental human right and essential for the exercise of all other human
rights. It promotes individual freedom and empowerment and yields important development
benefits. Yet millions of children and adults remain deprived of educational opportunities,
many as a result of poverty.

Normative instruments of the United Nations and UNESCO lay down international legal
obligations for the right to education. These instruments promote and develop the right of
every person to enjoy access to education of good quality, without discrimination or
exclusion. These instruments bear witness to the great importance that Member States and the
international community attach to normative action for realizing the right to education. It is
for governments to fulfil their obligations both legal and political in regard to providing
education for all of good quality and to implement and monitor more effectively education
strategies.

Education is a powerful tool by which economically and socially marginalized adults and
children can lift themselves out of poverty and participate fully as citizens.

LITERATURE REVIEW

SCHOOL EDUCATION
A school is an institution designed for the teaching of students (or "pupils") under the
direction of teachers. Most countries have systems of formal education, which is
commonly compulsory, In these systems, students progress through a series of schools. The
names for these schools vary by country (discussed in the Regional section below) but
generally include primary school for young children and secondary school for teenagers who
have completed primary education. An institution where higher education is taught is
commonly called a university college or university.

In addition to these core schools, students in a given country may also attend schools before
and after primary and secondary education. Kindergarten or pre-school provide some
schooling to very young children (typically ages 3–5). University, vocational

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school, college or seminary may be available after secondary school. A school may also be
dedicated to one particular field, such as a school of economics or a school of
dance. Alternative schools may provide non traditional curriculum and methods.

There are also non-government schools, called private schools. Private schools may be
required when the government does not supply adequate, or special education. Other private
schools can also be religious, such as Christian schools, hawzas, yeshivas, and others; or
schools that have a higher standard of education or seek to foster other personal
achievements. Schools for adults include institutions of corporate training, Military education
and training and business schools.

In ancient India, schools were in the form of Gurukuls. Gurukuls were

traditional Hindu residential schools of learning; typically the teacher's house or a monastery.
During the Mughal rule, Madrasahs were introduced in India to educate the children of
Muslim parents. British records show that indigenous education was widespread in the 18th
century, with a school for every temple, mosque or village in most regions of the country.
The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy,
Metaphysics, Ethics, Medical Science and Religion.

MISSIONARY SCHOOLS

A missionary is a member of a religious group sent into an area to do evangelism or

ministries of service, such as education, literacy, social justice, health care and economic
development. The word "mission" originates from 1598 when the Jesuits sent members
abroad, derived from the Latin missionem (nom. missio), meaning "act of sending" ormittere,
meaning "to send". The word was used in light of its biblical usage; in the Latin translation of
the Bible, Christ uses the word when sending the disciples to preach in his name. The term is
most commonly used for Christian missions, but can be used for any creed or ideology.

In India, there are a number of private schools run by religious institutions, especially
for Hindus, Muslims, Christians, Jains and Buddhists. During the era of British rule,
Christian private schools were quite prominent and widely attended by both UK (British)
and Indian students. Many of the schools established during this era, especially in areas with
a heavy Christian population, are still in existence today.

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In modern-day schools, Hindu students are typically taught the Bhagavad Gita, which
explains the ethics and duty of a person, as well as one's relationship withKrishna, God. This
is taught in Vaishnavism, the Hindu sect for which the Gita holds the most importance.
Students are also taught the Sanskrit language, and Vedic) philosophy. Other Hindu religious
texts, including the Upanishads and Itihasas, are studied in these contexts, in both religious
and secular schools.

Later as these schools gained in popularity, more were started and some gained prestige.
These schools marked the beginning of modern schooling in India and the syllabus and
calendar they followed became the benchmark for schools in modern India. Today most of
the schools follow the missionary school model in terms of tutoring, subject / syllabus,
governance etc. with minor changes. Schools in India range from schools with large
campuses with thousands of students and hefty fees to schools where children are taught
under a tree with a small / no campus and are totally free of cost. There are various boards of
schools in India, namely Central Board for Secondary Education (CBSE), Council for the
Indian School Certificate Examinations (CISCE), Madrasa Boards of various states,
Matriculation Boards of various states, State Boards of various boards, Anglo Indian Board,
and so on. The typical syllabus today includes Language(s), Mathematics, Science - Physics,
Chemistry, Biology, Geography, History, General Knowledge, Information Technology /
Computer Science etc.. Extra curricular activities include physical education / sports and
cultural activities like music, choreography, painting, theatre / drama etc.

It is also based on the principles of character formation. Their vision and these principles give
the institutions a specific character and set before their staff and students, ideal of humanism
and service towards which they are invited continually to strive

They aims at the integral, personal formation of the young. To accomplish this, special efforts
are made to train students:

 to become mature, spiritually oriented men of character; to strive after excellence

in every field
 to value and judiciously use their freedom
 to be clear and firm on principles and courageous in action
 to be unselfish in the service of their fellowmen and
 to become agents of the much-needed social change in their country

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The value of a person lies more in what he is than what he has.

Vision

An institution that provides quality education and keeps adapting with the times. It should be
an institution that reaches out to all, remaining rooted in its culture.

To promote a society based on love, freedom, liberty, justice, equality and fraternity.

An institution that radiates happiness while creating a desire to search for “the more” and at
the same time remaining connected with each other, the nation and our environment.

Mission

To provide EDUCATION FOR LIFE in order to create WELL-BALANCED

CITIZENS who reach out in SELFLESS SERVICE

Core Values

 Selfless Service
 Respect for God, Self, Others and the whole of life
 All round development which includes moral and civic consciousness
 Innovation

The aims at forming young men and women of competence, commitment, compassion and
conscience. thus aims at making a contribution towards a transformation of the present-day
social condition so that principals of social justice, equality of opportunity, genuine freedom
and respect for religious and moral values, enshrined in the Constitution of India, may
prevail, and the possibility of living a fully human existence may be open before all.

 To excel in all areas of teaching-learning, research and consultancy;

 To contribute to the creation of knowledge and to search for the meaning of life;
 To provide education that qualifies as international class for our students;
 To be a bridge between the rural-urban divide, taking the benefits of education to the
poor and the marginalized, aiming at their empowerment;

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  To ensure access to and equity in higher educational opportunity to all deserving and
meritorious students with a preferential option for the poor and marginalized,
irrespective of caste and creed;
 To inspire and challenge all segments of the college to raise the realm of good to great
to greater, through continuous quality assessment;
 To offer subjects for competence building and motivate / animate a work force
imbued with human values;
 To become a home of culture and to consciously promote communal harmony and
cultural integration to create an atmosphere of dialogue in the campus;
 To promote academic exchange and academia-industry interfacing, taking advantage
of the latest technology;
 To develop application-oriented courses, with the necessary inputs of values, with a
view to produce all-round development of persons;
 To form young men and women of competence, commitment, conscience and
compassion;
 To contribute to the well-being of the nation without counting the cost
 To focus on (i) Access to Knowledge; (ii) Knowledge-concepts; (iii) Knowledge-
creation; (iv) Knowledge-application and (v) Development of better knowledge
services.

Value Framework to accomplish our Mission

 Fostering passionate pursuit for academic and intellectual excellence;

 Promoting social concern leading to action;
 Cultivating uncompromising commitment towards enhancing the quality of life both
at the organizational and societal level;
 Instilling in students integrity, perseverance and transparency;
 Facilitating creativity and innovativeness in all endeavours;
 Enabling leadership to become agents of social change and shape a better future.
 Encouraging discipline, teamwork and Collaboration;
 Providing education with a human face;

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Non missionary school

According to current estimates, 29% of Indian children are privately educated. With more
than 50% children enrolling in private schools in urban areas, the balance has already tilted
towards private schooling in cities; and, even in rural areas, nearly 20% of the children in
2004-5 were enrolled in private schools.

Most middle-class families send their children to private schools, which might be in their
own city or at distant boarding schools such as Rajkumar College, Rajkot, the oldest private
school in India. At such schools, the medium of education is often English, but Hindi and/or
the state's official language is also taught as a compulsory subject. Preschool education is
mostly limited to organised neighbourhood nursery schools with some organised chains.

Many privately owned and managed schools carry the appellation "Public", such as the Delhi
Public Schools, or Frank Anthony Public Schools. These are modelled after British public
schools, which are a group of older, expensive and exclusive fee-paying private independent
schools in England.

According to some research, private schools often provide superior results at a multiple of the
unit cost of government schools. However, others have suggested that private schools fail to
provide education to the poorest families, a selective being only a fifth of the schools and
have in the past ignored Court orders for their regulation.

In their favour, it has been pointed out that private schools cover the entire curriculum and
offer extra-curricular activities such as science fairs, general knowledge, sports, music and
drama. The pupil teacher ratios are much better in private schools (1:31 to 1:37 for
government schools) and more teachers in private schools are female. There is some
disagreement over which system has better educated teachers. According to the latest DISE
survey, the percentage of untrained teachers (para-teachers) is 54.91% in private, compared
to 44.88% in government schools and only 2.32% teachers in unaided schools receive in
service training compared to 43.44% for government schools. The competition in the school
market is intense, yet most schools make profit. However, the number of private schools in
India is still low - the share of private institutions is 7% (with upper primary being 21% and
secondary 32% - source : fortress team research). Even the poorest often go to private

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schools despite the fact that government schools are free. A study found that 65% of
schoolchildren in Hyderabad's slums attend private schools.

The research is focused on school education and the extent of school education as a value
building source. The research is based on the value system and their focus on value building
between missionary and non missionary schools. The research is focused on missionary
schools and non-missionary school.

Non-Missionary schools are the schools that does not come under any religious body or trust.
They are roughly categorised as Government Schools and Private Owned Schools.

Education in India is provided by the public sector as well as the private sector, with control
and funding coming from three levels: central, state, and local. Under various articles of
the Indian Constitution, free and compulsory education is provided as a fundamental right to
children between the ages of 6 and 14.

At the primary and secondary level, India has a large private school system complementing
the government run schools, with 29% of students receiving private education in the 6 to 14
age group. Certain post-secondary technical schools are also private. The private education
market in India had a revenue of US$450 million in 2008, but is projected to be a US$40
billion market.

Public Schools Christian Schools

Purpose of Education: Purpose of Education:

To prepare citizens for a humanistic society To prepare citizens for the Kingdom of God
that tolerates all lifestyles who are equipped to spread the Gospel

Content of Education: Content of Education:

Humanism - no values are absolute and no All of life is studied in submission to the

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truth is final Word of God and its precepts

Control of Education: Control of Education:

The State determines the content and The school functions in loco parentis,
methods of education reinforcing and supporting parental values

Science: Science:
Naturalism - everything comes from matter, God is the Creator and Sustainer of all things;
time, and chance science involves knowing God through
knowing His world

History: History:
Controlled either by autonomous man or by Controlled by an omnipotent God who knows
an impersonal process the end from the beginning

Math: Math:
A tool that is useful because it seems to work A reflection of the mind of an orderly God
in manipulating the natural world who has made us in His image to understand
His world

English:
Literature must be representative of all
cultures, which are seen as having equal
value, and has no inherent meaning
English:
Students are exposed to a variety of quality
literature, which is appreciated as a
demonstration of common grace and
interpreted in the light of God's Word

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Teachers: Teachers:
Varied backgrounds - Christianity or some Born-again, committed believers seeking to
other religion, humanism, atheism; may be model Christ before their students
straight or gay.

Rules: Rules:
Determined by state and federal laws and Determined by God's Word and its moral
guidelines standards

Peers: Peers:
Varied religious backgrounds, often Students from Christian homes who are there
receiving little moral instruction or values at because their parents support Christian
home or church values

Private schools, also known as independent schools or non state schools, are not administered
by local, state or national governments; thus, they retain the right to select their students and
are funded in whole or in part by charging their students tuition, rather than relying on
mandatory taxation through public (government) funding; at some private schools students
may be able to get a scholarship, which makes the cost cheaper, depending on a talent the
student may have e.g. sport scholarship, art scholarship, academic scholarship etc.

In India too, a private school is an independent school, but since some private schools receive
financial aid from the government, it can be an aided or an unaided school. So, in a strict
sense, a private school is an unaided independent school. For the purpose of this definition,
only receipt of financial aid is considered, not land purchased from the government at a
subsidized rate. It is within the power of both the union government and the state
governments to govern schools since Education appears in the Concurrent list of legislative
subjects in the constitution. The practice has been for the union government to provide the
broad policy directions while the states create their own rules and regulations for the
administration of the sector. Among other things, this has also resulted in 30 different
Examination Boards or academic authorities that conduct examinations for school leaving

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certificates. Prominent Examination Boards that are present in multiple states are
the CBSE and the CISCE, NENBSE.

Legally, only non-profit trusts and societies can run schools in India. They will have to
satisfy a number of infrastructure and human resource related criteria to get Recognition (a
form of license) from the government. Critics of this system point out that this leads to
corruption by school inspectors who check compliance and to fewer schools in a country that
has the largest adult illiterate population in the world. While official data does not capture the
real extent of private schooling in the country, various studies have reported unpopularity of
government schools and an increasing number of private schools. The Annual Status of
Education Report (ASER), which evaluates learning levels in rural India, has been reporting
poorer academic achievement in government schools than in private schools. A key
difference between the government and private schools is that the medium of education in
private schools is English while it is the local language in government schools.

RESEARCH OBJECTIVES

The topic clearly states the underlying objectives that need to be analyzed
carefully through different methods of research techniques and conclusions are to be made as
to how far education helps in imbibing value to the students’ and the level of difference
between a missionary and non missionary school. And whether the schools’ initiatives are
having a positive impact on the lives of the students and the society at large.

The objectives of this study are categorized as follows:

a. To see how far school education helps in imbibing value into the students.
b. To understand the reason for existence of Missionary schools and non
missionary school.
c. To understand the objectives of missionary schools and non missionary
schools.
d. To see the positive impact of different activities and curriculum undertaken by
the schools to promote and enhance value education.
e. To identify the various steps and measures taken by school to impart sound
value among the students.

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 f. To analyse and critically evaluate the impact of changes among the students of
various schools- missionary and non missionary.
g. To analyse the difference between missionary and non missionary schools in
their education delivery process.

All the above enlisted purposes are significantly important to ultimately assess and
understand the difference in the process of imparting education, their value building process,
their area of focus and the mobilization of their resources. The objectives thus are based on
these very purposes which need to be fulfilled during the course of this study.

RESEARCH METHODOLOGY

To study and to collect information about various schools involves the use of
various techniques and methods. The methods used in the study are therefore large in number
and diverse.

Type of Data:-

There two types of method for data collection such as primary data collection and
secondary data collection.

Primary Source of Data Collection:-

The following methods are to be used for primary data collection:-

 Interview schedule
 Semi-interview
 Personal interview
 Observation
 Focus Group Discussion
 Questionnaire
 Case study

Secondary Source of Data Collection:

The following methods are to be used for secondary data collection:

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  Reports of the various schools
 Documents and writings about the impact of education on value.
 Magazines or articles.
 Journals and Research paper from various researchers and authors.

Thus summarizing:

The evaluation will include study and analysis of various schools in both categories-
missionary and non missionary schools, their impact on the society at large and their ability
to transform lives of the students through the course of education imparted to them and
Finally preparation of a report based on the findings and give recommendations for future
course of action

Sampling Design

The boundary of this study is the schools in ranchi. The sample size selected for the study is
10 schools. Simple random sampling method was used for selection of sample units.

There are 8 companies/clients and each has a purchase department. And for every company’s
purchase department there are 20 employees. And for each company 10 questionnaire were
provided. So N=20 for every company and X (Questionnaire) = 10.
Here X<N. So to see who gets to fill in the questionnaire everybody is given a number in the
range from 0 to N-1 and random numbers are generated from a table of random numbers.
Numbers outside the range from 0 to N-1 were ignored as were any numbers previously
selected. The first X number identified the respective respondent. The above process was
conducted in and around the goverment and private schools in ranchi.

Sampling procedure

Simple random sampling is used because it gives each unit equal chance of selection.

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Sample Size

Sample size is 10. We took 10 as sample size keeping in mind how much is already known,
the spread and how precise we want the final estimates to be.

Questionnaire

Questions asked were both open ended and close ended. The open ended questions were
casually put in a conversation as people are generally reluctant to answer open ended
question. Questions were mainly concerned with the values where the respondents had to tick
mark depending upon the questions.

Responses to the questions were marked on a fine point scale. Responses for each question
were calculated by assigning a particular number to each response
The responses and scoring can be as follows

These tools provided historical data and assisted in making current and future decisions based
on that data. Data collected were analysed and interpreted with the help of charts. Simple
percentage and Two Way Annova were used for all this purpose.

Data processing

After gathering the questionnaire we edited the data collected. For further processing the data
have been entered in table with the help of master table other calculations were carried out
with the help of scientific calculator.

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Statistical Tool for Analysis

The data collected were analysed and interpreted with the help of tables and charts. Simple
percentage analysis and two way Anova was used for this purpose.

Period of Study

Period of study was 27 days i.e. from 29th July, 2014 to 25th August, 2014.

PROBLEM ANALYSIS
Value as an individual term is hard to determine as it cannot be measure or quantified. The
entire basis of this research will be based on critical analysis and understanding from various
source. This reaserch does not guarantee accuracy of the finding and is open the human
judgement error.

Imbibing of value into the students is a slow, tentative process and determining the outcome
can be hard. The schools may have value education into their curriculum but the overall value
education can be done through various group activities and co-curricular activities.

A questionnaire was prepared taking in account lots of dimensions of values. A value is an

enduring belief that a specific mode of conduct or end state of existence is personally or
socially preferable to an opposite or converse mode of conduct or end state of existence.

It is generally accepted that five universal human values i.e. Truth, Righteous conduct,
Peace, Love and Non-violence are directly linked to physical, intellectual, emotional psyche
and spiritual facets of human personality. These values are essentially acquired during
childhood, first in the home and then at school.

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Questionnaire designed is as follows:

Elements of value with reference to the following situations:

Name:……………………………………

Age:……………………………………….

Class:……………………………………..

Q1). Mohit & joy are discussing over the fact that whether they should give the attendance &
quietly leave the class or not:

Mohit: the next lecture is very boring, let’s give the attendance and leave without anybody
knowing.

Joy: No! I think we should attend this lecture...

-according to you what would you do in the given situation?

A. agree to what Mohit thinks

B. You’ll stop Mohit from doing so

C. you’ll agree with joy

D. you’ll try to convince joy to come along

Q2). B1: Moral science classes are important. B2: Moral science classes are waste of time ?

A. B1 is correct

B. B2 is correct

C. B1 is more correct than B2

D. B2 is more correct than B1

E. Both are equally correct

Q3). What should be the pattern of the exams?

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A. Objective with short answers

B. Subjective

C. More of practical questions based on learning

D. Debatable questions

E. Questions direct from books

Q4) How much time teachers give to the needy(weak) student for the guidance?
A. 0-15 min
B. 15-30 min
C. 30-60 min
D. 60-90 min
E. 90-120 min
F. More than two hours

Q5) Do students follow time table, even during holidays?

A. Follow time table even during holidays

B. Partly follow the time table
C. Time table is just for class
D. Make new time table for holiday
E. Time table changes every week
F. Never followed time table

Q6) If teacher is not present in class and class is making lots of noise

A. You will continue talking to your neighbour till teacher returns

B. You will socialise by going to other friends
C. You will tell your friends to stop talking
D. You will act as a monitor and tell your friends not to talk as other classes are going on
E. You will go and complain it to teacher
F. You will do nothing

Q7) Do you have sufficient time for managing activities at school and at home?

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 A. There is always shortage of time
B. There is just sufficient time, there should be some more time and space
C. Time is sufficient enough for all activities
D. I manage some spare time
E. I have lots of free time

Q8) On how many social causes/events you have worked till now?

A. 1
B. 2
C. 3
D. 4
E. 5
F. More than 5

Q9) Evaluate yourself, assign marks to each; such that combined values turn out to be 100.

Faith Value Realisation Practice Acknowledge

Q10) Evaluate yourself, assign marks to each; such that combined values turn out to be 100.

Discipline Leadership Ethics Participative

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RESULTS:

No. of
Level of sense of sacrifice and determination to develop
students
in
sample
Value
groups Faith Practice Acknowledge
realization

Ursuline
10 50 40 6 4
convent

Bishop
Westgirls 10 55 35 8 2
school

St John’s
10 45 49 5 1
School

Oxford
public 10 33 60 5 2
school

DAV 10 25 68 5 2

Shyamli 10 30 63 6 1

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 Level of sense of sacrifice and determination to
develop
No. of students in sample
School Name
groups

Discipline Leadership Ethics Participative

Ursuline convent 10 40 20 10 30

Bishop Westgirls
10 38 25 15 22
school

St John’s School 10 30 30 10 35

Oxford public
10 35 30 5 30
school

DAV 10 40 10 5 25

Shyamli 10 33 27 6 34

Correction Factor (CF) = 𝑇 2 /𝑁

= 400*400 / 24 = 6666.667

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 T- sum total of each row

N- No of observations

Calculate sum of squares total (SST) = S-CF

= 17,313- 6666.667

= 10,646.33

S- sum of square of each row

𝐶2
Sum of squares of Column (SSC) = ∑ ( ) − 𝐶𝐹
𝑁

= 24310,487 - 6666.875

= 1,643.811

𝑅2
Sum of squares of Row (SSR) = ∑ ( ) − 𝐶𝐹
𝑁

= 15000-6666.667

= 8,333.333

Sum of Square error (SSE) = SST-SSC-SSR

= 10,646.33 – 1,643.811 - 8333.333

= 669.189

Now by calculating the value of F critical we concluded that the

Hypothesis are not equal for rows or for coulumns.

Hence we conclude that values delivered in each school is

different. Also Values are different from each other.

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 FINDINGS
Missionary institutions

 To give pupil a sound moral education while devoting special attention to their
intellectual, social and physical development. Wholeness and dignity of each child.

 The value of integrity, justice, freedom and love as essentially in the educational
thrust.

 To cherish the most deprived of this people and to enable them to take their place with
dignity among others.

Activities undertaken

 Houses are divided and rotation of task of each house, eg cleaning classrooms,
playground etc which was part of environment movement that was followed.

 ‘world wide fund” club- where the students were allotted different areas of Garden to
plant trees etc.

 To help the students be a responsible citizens. To make the world a better place to live
in.

 Prayers for peace everyday. To help at least one person everyday.

 “Universal solidarity movement”- conducting the assembly with moral act to enact.

 Writing letters to shop keeper to keep the area outside the campus clean.

 SUPW and outreach program

 Knit clothes and Donate them during winters.

 Annual sports- where the students were taught team spirit, honor and fair play.

 Inter schools athletic meet

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  Parents teachers meeting to ensure academic and personality growth. Where the
teacher gets to learn about the child other activities at home. Eg. What channel do the
student watch at home.

 Classroom soft board designing on current and social topics.

 Interaction with the alumni.

 Spray painting, flower arrangement, annual exhibitions- social science club.

 Moral science and catechism classes

 Cyber olympiads, science olympiads, math olympiads.

 Intra school Annual debate and extempore competition.

 Republic day march pass of all the schools.

 Classes of ethics

Non-Missionary Schools

 Government and Privately owned institutions or under an educational trust.

 To imbibe traditional values, one’s own culture and spirituality to empower the child
to choose good over bad in every thought and action.

 Impart education beyond academics and extracurricular activities.

Missionary Versus Non missionary:

Value among the students are deeply rooted through different activities that are
undertaken by the school.

 The missionary schools in Ranchi are keenly driven with various co-curricular
activities to teach the students not only to excel in academics but also to be an better
student, a better citizen and to be a better human being. To protect what we have.

 They groom the student the necessary skills to survive in the world beyond the
comforts of the school .

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  They are driven with the idea that a students is a 24*7 - year round and every activity
they do reflects their innate ability and to nurture these and help them excel in their
field of interest.

 Non-Missionary schools on the other hand are more driven with success. They also
thrive to achieve overall greatness and success.

 They provide the students with all the required activities to fit in the society and make
it a better place.

 But they lack the drive of spirituality in their actions. They are more result oriented
which is practical in nature and at he end of the day that’s what we look forward to.

CONCLUSION:

 In discipline, both missionary schools (96%) and non missionary schools (90%) pay
main focus as most of the students are found disciplined and are keen to learn and
attend classes.

 In regards to ethics and morality, students said moral science make them feel
encouraged and motivated in missionary schools(76%) whereas in non missionary
schools they say that its important and encourage us in studies(90%).

[we were amused to see this fact but we think because in missionary schools they do not
usually evaluate in moral science whereas in Non missionary they evaluate even this subject]

 Though students believe that time table is important to them but only few students
follow time table during vacations. (15-20%)

 In missionary schools (81%) have been participated in some or other social causes
whereas in non missionary school only (53%) have participated.

 In both missionary(100%) and non missionary schools (100%) students participate in

one or more cultural events, and they find it important for overall development of
their personalities.

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Limitations of the survey
Value as an individual term is hard to determine as it cannot be measure or quantified. The
entire basis of this research will be based on critical analysis and understanding from various
source. This reaserch does not guarantee accuracy of the finding and is open the human
judgement error.

Imbibing of value into the students is a slow, tentative process and determining the outcome
can be hard. The schools may have value education into their curriculum but the overall value
education can be done through various group activities and co-curricular activities.

Different schools may have different approach of value education.

1. Few of the respondents hesitated to give the correct information’s.

2. Some of the respondents discussed among themselves before answering.
3. The period of study was limited.
4. The validity of the study depends upon the reliability of the primary data

SUGGESTIONS

 We need to take concrete action of framing curriculum, development and adaptation

of innovative methods to inculcate values and ethics in children. It is not subjects like
History, Geography or Science that needs to be taught through dedicated textbooks
such as ‘moral science’. That would make a dull reading. Indirect method of
instruction is more effective in building the character of students. The school
atmosphere, the personality and behaviour of teachers is a major factor in developing
a sense of values. It must be emphasised that consciousness of values must permeate
the whole curriculum and programme of activities in the school.

 With the availability of electronic media, it should be possible to develop audiovisual

capsules based on clippings of films and TV material showing virtues of honesty,
integrity, compassion and selfless service. In addition, short films on real life
examples from lives of great personalities like Mahatma Gandhi, Mother Teresa and
Baba Amte will have much greater impact on young minds than sermons on morality.
The programme for value inculcation can be further enriched by organising visits to
homes for destitute children and aged persons to develop values of compassion and
kindness.

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BIBLIOGRAPHY:

 Dr. Ranjani Balaji Iyer- Value-Based Education: Professional Development vital

towards effective integration. IOSR Journal of Research & Method in Education
(IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–737X Applied. Volume 1, Issue 1
(Jan. – Feb. 2013), PP 17-20 www.iosrjournals.org

 DEPFE/NCERT- Education for Values in Schools – A Framework

Written Writtenand Compiled by and Compiled by and Compiled by
Prof. Sushma Gulati, Former Head, DEPFE and Prof. Daya Pant, Head, DEPFE
 Selaqui.org- how to imbibe value in students life.
 http://www.expatarrivals.com/india/education-and-schools-in-india
 http://en.wikipedia.org/wiki/Education_in_India#Initiatives
 http://en.wikipedia.org/wiki/Private_school
 http://timesofindia.indiatimes.com/topic/Christian-missionary-schools
 http://www.indianchristianmission.com/socialworks.html

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