The problem of value education of the young is assuming increasing prominence in educational discussions during recent times, there has been a steady deterioration in the value system in society as a whole over the past two decades or so. It is increasingly becoming clear that several of the ethical principles of yesteryears such as adherence to truth and non-violence, tem perance in speech and conduct, tolerance and spirit of charity etc., are loosing their preeminent position. Educationists seem to be slow in doing an introspection and going to the root of the malaise although a lot of energy had been spent in organizing seminars and workshops to revitalize the system by introducing what is popularly called ‘value education’. Parents, teachers and society at large have been concerned about values and value education of children. The present situation in India demands a system of education, which, apart from strengthening national unity, must strengthen social solidarity through meaningful and constructive value education.

Indeed the National Policy on Education urged that the gap between the formal education system and India’s rich and varied cultural traditions should be bridged through an enrichment of the curricula and making education a forceful tool for the cultivation of social and moral values. As a follow-up, a broad –based scheme of assistance by the Union Ministry of Human Resource development to the voluntary agencies and institutions engaged in strengthening culture, art and values, and carrying out innovative programmes in education stressing on noble ideals was implemented.While such schemes might do some good to implant lofty ideals on the minds of the participants, much more by way of concrete action remains to be accomplished. What is particularly dangerous is the way the minds of the school pupils get shaped through their exposure to all sorts of films which invariably make an insidious entry into drawing rooms of countless homes through television. Some research studies have established the nexus between TV  viewing and violent behavioral patterns of students.

Whatever be the causeof the present value crisis, there is no gainsaying the fact that the weakening of moral values in our social life is creating serious social and ethical conflicts. It is this changing context — the declining moral standards in personal and public life on the one hand, and the national ideological commitment to the values of democracy, socialism, secularism and modernization on the other, that constituted the driving force behind the recommendations, stressing the importance of value education in educational institutions. The student community is drowned neck-deep in poverty, ignorance and unhealthy surroundings.Hence, they are not in a position to comprehend the real values of our contemporary India. Our curriculum does not reflect human values and the value system. Hence our schools and colleges have become examination centers and not value centers. The problem with value education, it appears, is that while everybody is convinced of its importance, it is not clear as to what it precisely means and what it involves.

Value of moral education in schools will certainly do much to tone up the system but it has to be imparted with a sense of mission by dedicated pedagogues with a clear vision who by their example serve as ideal mentors. But how many of such individuals are still in service? The answer must be depressing. One finds a rat race among the teachers in getting tuitions, concerning examiner ships, etc. plain living and high thinking have become features of the past.A crippling aspect of the modern day is the way the elders in society belonging to the different professions indulge in activities that do not redound to their credit. The way that the evils like corruption get depicted in the media has resulted in these coming to acquire a sort of glorification, albeit unintentionally. The scenario, however, need not deter the planners from their efforts at making value education an integral part of the curricula. While there is general dissatisfaction with the fall in moral standards, there has been no concerted attempt on the part of society to address itself squarely to the problem of value education. Unfortunately,  education is becoming more or less materialistic and the value traditions are being slowly given up. The
degeneration in the present day life, the demoralization of public and private life and the utter disregard for values, are all traceable to the fact that moral, religious and spiritual education has not been given due place in our educational system. In the life of the majority of Indians, religion is a great motivating force and is intimately bound up with the formation of character and the inculcation of ethical values. A national system of education that is related to life needs and inspiration of the people cannot afford to ignore this purposeful force.

 Value crisis of the present day life is baffling the minds of educators and education as well.In value education, as in any other area of education, what is asked of the teacher is a total commitment to the development of rational autonomy in both thought and action. It should be noted that the most important aspect of value education consists not in unwilling adherence to a set of rules and regulations but in the building and strengthening of positive sentiments for people and ideals. Value education should prepare individuals for participation in social life and acceptance of social rules. What is more important in value education is that schools should provide a healthy climate for sharing responsibilities, community life and relationships.In our educational reconstruction, the problem of an integrated perspective on values is pivotal, for its solution alone can provide organic unity for all the multifarious activities of a school or college curriculum programme. An integrated education can provide for integrated growth of personality and integrated education is not possible without integration of values.