Abstract:
Education for Sustainable Development (ESD) is a comprehensive package that aims to devise processes which are to be implemented today in order to have magnanimous repercussions tomorrow. ESD in school curriculum is conceived synonymous to environmental education, leaving the other important facets like social, economic and cultural development as miniatures. In fact, ESD identifies fourteen learning outcomes from all levels of education, one of which is ‘Ability to identify and clarify Values’. With the rapid socio-economic explosion and an accelerated pace of living, parents hardly have the time or the ability to inculcate the requisite values in their wards which are inevitable for their future sustainability. Thus, the gears have to change and the responsibility has to be shouldered by the schools, to be more precise – the teachers. They have to act as transmitters of values to their students and gradually transform them as eligible human capitals for the future. An obvious question arises, are the teachers themselves equipped with the values that they are supposed to bequeath? If no, shouldn’t they be oriented first to match the expectations and make value education not just a subject but the very philosophy of schools? This paper attempts to design a questionnaire for the students to reciprocate on the experiences with their teachers, revealing the quantum of values present in the teacher fraternity. Further, a few suggestions highlighting the role of a school leader in developing and sustaining the ‘Value Culture’ of his/her school is outlined. With the social degradation as the present happening, the future calls for the creation of good human beings.
