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Quality Improvement
Changing Values & Customs in Society-The
Significance of Human Rights Education
PROF.DR. T.S.N.SASTRY
HEAD & MEMBER MANAGEMENT
COUNCIL, DEPARTMENT OF LAW
UNIVERSITY OF PUNE
Introduction
 Quality Improvement Programme Started in 1920”s
in the modern world. Historically, it is an ancient
programme that is part and parcel of the Indian
system.
 This system was started by the Japanese and
expanded to the various parts of the world.
 In the beginning TQM was confined to Market
oriented.
Introduction
• Joseph Juran, W Edwards Deming, and
Armand Feigenbum; the Japanese quality
gurus who developed and extended the early
American quality ideas and models: Kaoru
Ishikawa, Genichi Taguchi, and Shigeo Shingo;
and the 1970-80's American Western gurus,
notably Philip Crosby and Tom Peters, who
further extended the Quality Management
concepts after the Japanese successes.
Introduction
 In India the Government of India started the
programme in 1970 with an aim to promote quality
in educational institutions, especially in the IIT’s and
IIMs.
 Later the AICTE, and the Higher Academic bodies
such as UGC, MHRD and the NAAC and the AIU and
the State Higher Educational Councils started
encouraging the quality Improvement Management.
Tools
 A wide range of tools and techniques is used for
identifying, measuring, prioritising and improving
processes which are critical to quality.
 Again these ideas and methods feature prominently
in modern interpretations of Total Quality
Management methodology, such as Six Sigma.
Tools
 These process improvement tools and techniques
include: DRIVE (Define, Review, Identify, Verify,
Execute), process mapping, flow-charting, force field
analysis, cause and effect, brainstorming, Pareto
analysis, Statistical Process Control (SPC), Control
charts, bar charts, 'dot plot' and tally charts, checksheets, scatter diagrams, matrix analysis, histograms
etc.


A Quality Management System is
typically defined as: "A set of coordinated activities to direct and
control an organization in order to
continually improve the effectiveness
and efficiency of its performance.”
The above definition is the most
important in regulating the changing
values & customs in society.
Social Change
 In any society, Change is inevitable. A society can not
progress until and unless it adopts changes that take
place with the time.
 There various factors that help in the attitude of
change in a society. They are Exdogenous ( Internal
Changes) ; Exogenous (External Factors); Political,
Technological, Economical and Cultural changes.
Values & Customs in Indian Society
 The concept of Values & Customs have been
developed in India on the Centric of Dharma
Concept.
 Dharma in this contest is characterized by human
values and customs that help in developing the law.
It provides ample scope for individual conscience
and liberty
.
Values and customs
 There is no central organization that monitored the
development growth of values and customs. They
have been derived from various aspects of the Polity
and developed the aspects of oneness in their value
system.
 Values and customs which usually become part and
parcel of norms. Customs is the twilight stage of
norm or law.
Values and customs
 A norm is a rule that governs our behaviour in a
society. Norms are generally group oriented which
target at the changing perceptions of society.
 Social norms are more important than
individual norms. Of course these values and
customs that depend on the society’s
recognition.
Meaning of values
 Values broadly can be defined as; the most desirable,
correct and good that the members of a society
practice. The values are developed basing on the
culture of the society.
 Values Provide stability, bring legitimacy in
governing relationships and develops adjustment
between different set of rules that govern the society
Menaing….
 Traditional values which have been developed from
generations.
 Modern are the contemporary values that have been
developed in a society according to the changing
needs of the society.
 They can be divided Pluralism which absorbs many
faiths and integrates into one system.
Values through social lens
 Holism insists that an individual should discharge
his duties and claim for rights.
 Democracy which promotes the individual in the
decision making process.
 Socialism brings oneness in a society without any
financial hierarchy.
 Secularism bring all the communities together
without any preference to individual’s choices.
Characteristics of Values
 Value is a matter of faith and belief
 Values are abstract as they have
cognitive elements
 Values are normative in nature
 Values are general ideas which people
share values are related to emotions
and sentiments
Characteristics of Values
 Values are the bases for the choice
of things
 Values are relatively permanent
 Values bring cohesiveness in
society
 Values are motivated for public
welfare.
Types of Values
 Moral Values: These are different from
society to society from time to time. No
Scientific base is there.
 Rational values which are scientific and have
a temperament depending upon the society
 Aesthetic are related to literature, culture
and arts of the society.
Values and customs
 The two hundred years British rule, the development
of caste, has became the biggest crusader of the
modern society than yester years.
 In the contemporary era, the individuals of the polity
became more of self-centric than society-oriented.
Changing values and customs
 In the contemporary era, the concept of Dharama
which highlights the discharge of duty and
realisation of rights is thoroughly neglected.
 In the information and scientific era, modern man
and society is becoming more authoritarian than
amicability.
 Democracy which is the corner stone of the country,
we failed understand it.
Changing values and customs
 In the contemporary era, very often
fail to
understand the constitutional culture and bring
disrupted to the customary and value based society
many a times by misdeeds.
 This is because of the degradation in our values and
norms.
 Internal democracy in a party and division on
religious, caste, language, regional and other
personal considerations have brought in a sea
change in the contemporary society
What is the alternative?
 It is important that we have to restore the
values and customs that have been built in
by the Indian society in developing
harmonious living and tolerance and other
aspects.
 We have to teach the concept of Dharma, the
rule of law and its significance to the
younger generations.
Human rights education: Definition
 Human rights education can be defined as education,
training and information aiming at building a
universal culture of human rights through the
sharing of knowledge, imparting of skills and
moulding of attitudes directed to:
 The strengthening of respect for human rights and
fundamental freedoms;
 The full development of the human personality and
the sense of its dignity
HRE: Definition
 The promotion of understanding, tolerance, gender
equality and friendship among all nations,
indigenous peoples and racial, national, ethnic,
religious and linguistic groups;
 The enabling of all persons to participate effectively
in a free and democratic society governed by the rule
of law;
HRE: Definition
 The building and maintenance of peace;
 The promotion of people-centred sustainable
development and social justice.
 Human rights education involves learning about
one's own rights and those of others, but it goes
beyond this to include learning that human rights
are a shared responsibility with practical
consequences for how we live together...
Holistic Meaning of HRE
 Thus, human rights education is about acquiring
not only knowledge but also skills and the ability to
apply them; it is about developing values, attitudes
and behaviour that uphold human rights but also
about taking action to defend and promote them. It
involves learning about human rights through the
practice of human rights".
Human rights education encompasses
 Knowledge and skills – learning about human
rights and mechanisms for their protection, as well
as acquiring skills to apply them in daily life;
 Values, attitudes and behaviour – developing
values and reinforcing attitudes and behaviour which
uphold human rights;
 Action – taking action to defend and promote
human rights
HRE: Key Benefits
 Human rights education is an important strategy for
achieving
several
principal
goals
notably
empowerment,
participation,
transparency,
accountability, the prevention of conflict, conflict
resolution, peacemaking and peace-building and the
more effective protection and realization of all
human rights for all.
HRE: Key Benefits
 Human
rights education, training and public
information are essential for the promotion and
achievement of stable and harmonious relations
among communities and for fostering mutual
understanding, tolerance and peace.
 Human rights education aims at developing an
understanding of everybody’s common responsibility
to make human rights a reality in each community
and in the society at large.
HRE: Key Benefits
 Human rights education contributes to the long-
term prevention of human rights abuses and violent
conflicts, to the promotion of equality and
sustainable development and the enhancement of
people’s participation in decision-making processes
within democratic system.
HRE: Key Benefits
 Human rights can only be achieved through an
informed and continued demand by people for their
own protection.
 Human rights promote values, beliefs and attitudes
that encourage all individuals to uphold their own
rights and those of others. It develops an
understanding of everyone's common responsibility
to make human rights a reality in each community.
HRE: Key Benefits
 Human rights education constitutes an essential
contribution to the long-term prevention of human
rights abuses and represents an important
investment in the endeavour to achieve a just society
in which all human rights of all people are valued
and respected.
HRE: Key Benefits
 HUMAN RIGHTS EDUCATION helps to develop
the communication skills and informed critical
thinking essential to a democracy. It provides
multicultural and historical perspectives on the
universal struggle for justice and dignity.
 HUMAN
RIGHTS EDUCATION promotes
democratic principles. It examines human rights
issues without bias and from diverse perspectives
through a variety of educational practices.
HRE: Key Benefits
 HUMAN RIGHTS EDUCATION engages the
heart as well as the mind. It challenges students to
ask what human rights mean to them personally and
encourages them to translate caring into informed,
nonviolent action.
 HUMAN RIGHTS EDUCATION affirms the
interdependence of the human family. It promotes
understanding of the complex global forces that
create abuses, as well as the ways in which abuses
can be abolished and avoided.
conclusion
 Human rights education is an integral part
of the right to education and is increasingly
gaining recognition as a human right in
itself. Knowledge of rights and freedoms is
considered a fundamental tool to guarantee
respect for the rights of all.
conclusion
 Education should encompass values such as peace,
non-discrimination, equality, justice, non-violence,
tolerance and respect for human dignity.
 Quality education based on a human rights approach
means that rights are implemented throughout the
whole education system and in all learning
environments. This only will protect the changing
values and customs from abuse and be sustainable
for ever.