School – A Centre For Social Change and Service ​

Written by Shiksha Press

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School – A Centre For Social Change and Service

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NEP-20 did come out with a concept that Schools are to be promoted as Samajik chetna kendras’, is an indication to nhance social responsibilities of education astitutions. Ofcourse we have been liscussing that the education by 2050 is to guide and focus more on life skills and social orientation. This is a step forward in this direction.

Not an Island: A school is not simple a place where a student is shaped to be academically excellent with an all-round development of personality by building value and spiritual base, but also be trained to become a creative, innovative, experimentative and producer of knowledge.

This is one aspect but other important one is that a school is not an ivory tower or island to work in isolation, but an agent of social change and transformation. We should not forget that educational institution is also a part of the system to bring reforms in the socio-cultural-economic fabric of the village. While defining the goals of education a student is to be integrated to the society and nation at large, was mentioned repeatedly in all the educational polices right since1968. 

Schools have an important role in value education

Schools have an important role in value eduction. But their importance should neither be exaggerated nor denied altogether. Moral development will be taking place constantly both within and outside the school , influenced by a complex network of environmental factors -home, peer group, media and community at large. The extent to which schools function effectively as training ground for values depends on their physical condition and the professional idalism of teachers among other things. To the extent the school factors -teacher-teacher, teacher-pupil, teacher-parent and the various other group interactions, the school traditions and values, the curricular and co-curriculor activities, the school tone and climate-influence the moral development of children, schools have a responsibility in exercising control over these and creating conducive conditions for the moral development of children.

Influencing mindset of the society:


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Schools shall leave a positive influence on the society by shaping the morals, mentalities and culture of the society. It can lead the society in some areas by becoming the chief instrument in a scheme of changes is human life. Vocational or Technical Education helps is the process of industrialization Education changes the outlook of the people on social issues and also sharpen the skill and knowledge of the people. Hence minds of the society can be changed by the school.


Schools should reach out the society beyond the gates in the community and conduct number of programs. Activities are to be designed to bring the society to the school for involvement, enrichment and empowerment of the people.


Stake Holders with a Social Responsibility:


Principal, teachers, management, alumni, parents and students can all become agents of social change and service, with proper orientation. All these stakeholders have both individual as well as institutional social responsibility to serve and a role defined.

Some of the suggested activities and enterprises are given here under


1. Adopting a village or slum by the school: At microlevel a village in rural areas and slums or seva basthis in urban dwellings are to be adopted, for which we undertake a detailed socio-cultural-economic survey after which prioritizing the problems, challenges and activities for transformation are chalked out by involving social, cultural and economic leadership of the village as well. Then action plan follows.


2. Undertaking service schemes in surrounding villages/ basthis: Students are not only be techno-informative, modern and highly knowledgeable but also have a value base. Hence service activities like balasamskar kendras, vidyardhi vikasa kendras (tution centers), matru mandalis, adult education centers, Vocatianl training/skills development centers, tasks of self reliance are to be planned with the help of parents, staff, students and sajjana shakthi of the society.


3. Participation in community and cultural festivals of the villages : School should link itself to the society by participating in socio-cultural functions of the village. Our cultural, national and social values can be transmitted through these programmes.


4. Students exposing to the conditions of under privileged sections, along with important service and rural development projects: Students should be encouraged to visit the sensitive areas to observe the health, hygiene, living environment and economic conditions to make a feel about their social responsibility. Important service, rural development and transformatory projects are to be visited to get a better understanding about the methods and process of service.


5. Adoption of surrounding schools for an educational change: One or two schools may be adopted and benefits of school complex to enhance cooperation and sharing of resources for initiating a positive educational change in our area. Ways and means along with modus operandi can be thought as per the local needs and requirements. Especially in this technology driven world innovative mechanisms, ICT and other training modules can better be shared.


6. Better utilization of school’s infrastructure: School’s infrastructure may be better made available and utilized, by conducting summer camps, yoga training, social awakening activity, cultural exchange programmes and skill development activities etc.


7. Planning pursuits for bringing society to school: Involvement of society in different activities which are being held in the school may be an impetus and encourage enthusiastic proud participation to take a clue from time to time from other stake holders of the school. Eg: social and health awareness programmes, Environment and water management training activity etc.


8. Arranging Tasks for strengthening social harmony: When these narrow minded caste approach is occupying the upper minds of the people, Places of worship and schools can be ideal institutions where people can be involving with broad minded submission in all the endeavours. Social harmony (Samajik Samarasatha) in principle and practice at individual, families, institution, work place and social life level is very much essential for unity and integrity of the nation. Education can be a catalyst for this type of change and can bring a big reform.


Focus on Sensitive Areas




• In conclusion we can declare that national goals can also be transmitted and achieved by educational institutions. No school should become a victim of the mad race of competition but by focusing on strategic, sensitive, border and challenging problematic areas, the benefits can reach the unreached people and areas on which the progress of the nation depends.


Let us all work in the field of education for ultimate integration avoiding present differentiation and divisive trends. Ultimately my presentation is just an indication and direction but not all comprehensive. This is only to initiate and activate the thinking process.



Article ByShri D. Ramakrishana Rao 

President Vidya Bharti, Akhil Bhartiya Shikshan Sansthan 

Educational Administrator, Thinker and Writer 

Rtd. Principal and Director, Vijana Vihara Residential School,

Gudilova A.P


Source: Vidya Bharti Pradipika


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