The school follows the Sai system of integral education. This system strongly believes that education is for transformation and not just information; it must construct and not just instruct. Thus the integral education aims at the development of all aspects of human personality (body, mind and spirit) in a manner that it leads to Total Human Excellence and the emergence of a complete individual.

The educational programme combines professional and general education, spiritual education and integral items like personality development, meditation, universal prayer, sports and games and social work.

Every aspect of the School’s atmosphere, teacher-student relationship, the various programmes and events are designed and organized in such a way that they play a significant role in producing a band of students physically strong, mentally balanced, morally upright, academically excellent and spiritually enlightened with multi-faceted skills.

The products of this system shall prove to be worthy of this noble heritage; practise the values of Sathya, Dharma, Shanthi, Prema and Ahimsa in thought, word and deed and dedicate their lives for social welfare.

The integral items interlinked with the School curriculum are:

1. Balvikas Training (Spiritual Education for Children)
2. Value education
3. Teaching of the Vedas, Indian Culture and Spirituality
4. Jyothi Meditation
5. Yogasanas
6. Music
7. Dance
8. Arts and Crafts
9. Service activities
10. Public Speech
11. Dramatics
12. Personality development
13. Multimedia classes
14. Computer courses
15. Mass drill
16. Sports and Games

The School also conducts several inter-School competitions and Seminars so that there is a process of mutual learning between the students of this School and other Schools and also in a way to reach out the students of the other Schools with the message of human values and Indian Culture.



Modern education has neglected concern for human values. It has become a mere professional ground to convert man into a money making machine. It triggers the sense of competition to acquire position and money. The result is the erosion of moral values in society. The present day education system has to bear the responsibility for restlessness in man, Terrorism, corruption, Social irresponsibility, and related such evils.

Great thinkers and sincere educationists have been pleading for a serious change in the objectives of education. Education should reassert its great responsibility of inculcating values in man. A new revolution should bring a change in the present education system and prepare itself to bring out a complete individual in man with noble qualities and necessary skills to be self-dependent and useful to the society.

Swami Vivekananda Said, “Education should combine the scientific knowledge of the west with the spiritual wisdom of the east. Education should be built on a spiritual foundation. Till then, there is no salvation for the people. Only such education could discipline the intellect, nourish fellow-feeling and develop social responsibility.”

The traditional Gurukula system of education transformed the wholesome personality of the students and prepared them to lead a better life as responsible and useful citizens who could contribute to the welfare of the society. It developed great levels of insight and moulded them as balanced individuals who could understand and make use of the great energy that flowed from their inner spirit.

Bhagavan Baba says, “The present educational system is polluting the social organism with narrowness and crookedness. Education cannot be got by merely mastering reading, writing and arithmetic. What is learnt in the books must be confirmed and corrected by practising it in social living. Then only learning is transformed into true Education. He also says, “Promotion of human values should become an integral part of education. Education should strive to achieve national unity and national integration. Teachers and educationists should shed narrow loyalties and serve the society. By instilling human values in students and teachers, India can become an ideal country and example to the whole world.”

Value Education is effected in the School in two ways. The direct method is to impart value oriented education, i.e., teaching values through the subjects. This process enables a deeper and practical understanding of values and their relevance to day-to-day life. They are encouraged to make use of their knowledge for the social good. The second and the indirect method is to create a value-atmosphere in the School by virtue of the various programmes, the example of the teachers, the inter-personal relationships and all that the students feel and experience in the School. The concept and execution of value education shall result in giving vent to Bhagavan’s assurance, Bhagavan Baba says, “Sai Educational Institutions shall produce a generation of youth who will live ideal lives. They shall plunge into the society with thirst for service as a spiritual duty and proclaim the real worth of their humanness. Apart from subjects, these institutions will impart instruction in ethical, moral and spiritual codes and sadhanas. Virtues, purity of mind, adherence to Truth, dedication to the Supreme, discipline, devotion to duty – these qualities will be fostered and promoted in these institutions.”

Value Education Assessment

Assessment of the value traits of the students is a combined effort of the parents and teachers. The role of the parents is played by the warden in case of residential students.

Value assessment is achieved through the Case Study Register & Spiritual Diary.

Case Study Register

Every teacher maintains a case study register for his / her class. A few pages are allotted for each student. The teacher closely observes every student and registers his / her comments about the students from time to time. Both positive and negative traits of the students are carefully noted down and considered for a cumulative assessment during the issue of progress card after the examinations. The teacher’s role in maintaining the case study register is very important and decisive in shaping the value traits of the students.

To be observed by parents:

• Getting up early
• Namaskar to parents
• Morning prayer
• Doing his / her works properly
• Helping parents
• Obedience to parents
• Helping others
• Speaking softly and sweetly
• Not hurting anyone
• Homework and studies at Home
• Speaking Truth
• Reciting prayers and slokas

To be observed by teachers:

• Punctuality to School
• Wearing proper uniform
• Clean habits
• Completing homework
• Class observation
• Adjustment with other students
• Obedience to the teacher
• Helping tendency
• Disciplined behaviour
• Interest in School activities
• Interest in academics
• Interest in extra-curricular activities

At the end of the Spiritual Diary, a page is allotted for the students to fill up at the end of the academic year. The self-assessment of his all round progress during that year is asked for. Finally this is attested by the parents or teachers in charge of the Hostel and the teachers in the School.

The School also spreads the message of Value education in several other ways:

1. Organising a Seminar on Human Values every year inviting the paper presentation by the students from several schools.
2. Conducting special orientation programmes for the teachers in Value-based education.
3. Inviting the parents and others for the celebration of national and religious festivals at the school.