Prof.Dr . T.S.N.Sastry Head & Member Management Council, Department of Law University of Pune

1. 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

2. 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.

3. 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.

4. 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.

5. 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.

6. 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, check-sheets, scatter diagrams, matrix analysis, histograms etc.

7. Quality Management system • A Quality Management System is typically defined as: "A set of co-ordinated 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.

8. 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.

9. 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 .

10. 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.

11. 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.

12. 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

13. 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.

14. 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.

15. 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

16. 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.

17. 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.

18. 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.

19. 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.

20. 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

21. 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.

22. 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

23. 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;

24. 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...

25. 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".

26. 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

27. 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.

28. 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.

29. 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.

30. 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.

31. 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.

32. 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.

33. 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.

34. 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.

35. 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.

36. Thank you all