The self-instructional module on Human Rights and National Values, being published as a book, was originally distributed in two printed volumes under separate jackets, the first in English in 1995 and its Hindi version in 1996 comprising 5 units each, now presented as units 1 to 5 in the present book, and the second comprising rest of the four units was published in English and Hindi during 1997 and 1998 respectively. The module was widely circulated not only among teacher education institutions but was also sent to many experts for their comments. Besides, it was extensively used in the orientation programmes for Key Resource Persons on the theme of Human Rights and National Values conducted by the NCTE and its regional centres. It has also reached several countries abroad through the good offices of the National Human Rights Commission. The feedback received from the readers and experts’ comments were quite encouraging, suggesting that the module may be brought under one cover in a book form to be more handy for a large number of potential users, particularly teachers, teacher educators and teacher trainees at different stages of schooling and teacher education. Some changes in the texts and page make-up have, however, been incorporated in this combined volume.
Besides the module, a set of three video programmes have also been produced by the NCTE on the theme of Human Rights for teacher educators, focussing particularly on the role of the teacher. Two of these are short episodes related to the printed module and another, a panel discussion on Human Rights and the Teacher, as included among the series of video material for teacher educators, entitled ‘Acharya Samvad’, have been distributed to a number of teacher education institutions on their request in response to a questionnaire.
The project entitled "Human Rights and National Values for Teacher Educators", started in 1995, covers a vast variety of areas on the subject, keeping the fact in view that there was a great need for creating awareness and inculcating desirable values amongst the teaching-learning community in particular and through it amongst the community in general, although there was little provision in the syllabus of teacher education for having a separate paper on the subject. Its importance cannot be ignored in the context of the present day criss-cross of values and under over-emphasis on rights without any consideration for corresponding duties. A teacher educator has a very important function to impart appropriate messages to the future generation not only through his/her pupil teachers but also through his/her own role model and personal example. The material presented here may hopefully be useful to help teacher educators to be alive to the task expected of them as highlighted in the ‘core curriculum elements’ contained in the National Curriculum Framework which need much more attention as far as teacher education is concerned, for without proper teacher preparation in these areas, these elements would remain only on paper. In order to achieve appropriate knowledge, skills and more importantly attitude, a carefully prepared set of self-learning material should be developed with that purpose. A school teacher must know and practice things like how to inculcate scientific temper through curricular and co-curricular activities within the school setting. The material presented through this volume may serve not only as a model for developing learning module in the individual local environs but also as guidelines for organising various types of activities within and outside the classroom to promote understanding of rights and values in their proper perspective.
A lot of interdisciplinary participation would be needed for bringing out such material, but some beginning in the direction would be most welcome. The key resource persons oriented in Human Rights and National Values may take a lead for this purpose. Group exercises of the teacher educators covering the themes of Human Rights and National Values at various stages of Education may also yield useful material. Teachers’ manuals in each of the sub-themes related to Human Rights and National Values would certainly be very useful. The contents of the book are meant to generate more discussions and activities in the school settings. The teacher eductors will do well to invite more active participation from the pupil teachers. Mere awareness would surely not suffice. During the course of teacher education too, there would be opportunities for application of the contents covered in the book, both among the teacher pupils and in interacting with the community in the adjoining areas. Such interactions are more relevant for sensitization of the pupil teachers.
The Hindi version of the book will be printed shortly, with a bilingual glossary to facilitate understanding of complex legal terms. Its translations in various Indian languages are in progress and the first draft translations in all the Southern and Eastern languages are ready.
Hoping that the teacher educators may find the book useful, positive suggestions to make them more sensitised with regard to Human Rights and National Values would be welcome. If they are motivated to generate more ideas and apply them in their own field, the efforts made by the Council would be amply rewarded.
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