The need for continuing and reinforcing value oriented curriculum at the post graduate level and level of professional studies may be considered even more important. Most of the students trained at these levels are likely to become leaders of business and industry, technocrats, leaders of thought, teachers and educationists, research workers, professionals, political leaders and social workers etc. besides playing their normal roles as citizens and family members like all other people. It appears that most of them at the time of leaving the college after 3-6 years of study, may have a poor idea of the values of freedom and human dignity, the value of food, security and health care for millions of poor and disadvantaged people, the importance of correct public policies for managing societies and solving several problems, the importance of proper human relations and personal life styles, etc. A good number of them, however are now getting opportunities to acquire modem scientific and technical knowledge of high standards particularly in some of our institutions of excellence, comparable to the best institutions in the developed countries. But the problem of inadequate access to this kind of modern knowledge for the poor and disadvantaged groups in our society constitutes a serious social and moral issue.
Curricular reform and reconstruction on proper lines should be the active concern of educationists and educational planners, because as pointed out in national policy document 1986, it can be a forceful tool for the cultivation of social and moral values. In our culturally plural societies education should foster universal and eternal values, oriented towards the unity and integration of our people. Such value education should eliminate obscurantism religious fanaticism, violence superstition and fatalism.
In higher education, in the context of promoting strong value orientation, which of the following statement holds true?
