Education is not just a nine letter word, nor is Education system a business that it is treated like any other profession. Education is the combination of literacy and morale values, and with the true education we generate the best assets of a nation that are its citizens themselves. If the citizens are healthy, patriotic, honest, and sincere, the nation will progress at a much faster pace. For this reason, it is very important to have the better and true education system and this will come by stressing on moral education in schools and colleges. The concept of morality has been variously defined but in common terms it can be interpreted to mean a person‘s or society‘s view of what is perceived to be the highest good. Such a view is based on a set of principles, ideas and norms that are used to distinguish between right and wrong.
Moral education has always been a perennial aim of education. Moral education is whatever schools do to influence how students think, feel, and act regarding issues of right and wrong. The function of school, it was believed, was not only to make people smart but also to make them good. The return of moral education to the limelight is attributable to the fact that modern societies increasingly have to deal with disturbing trends both within schools, and in the wider society.
Schools are strategically placed to make children and youth with learning experiences which relate, as far as possible, to the challenges of their everyday lives and by so doing play their appropriate role as exemplars of values and moral action. For this to be possible, schools must act out of a fundamental understanding of the multiplicity of factors which influence the development of children and youth. They must focus on working with all social action groups with viable programs which cater to children and youth and this should include parents and community groups. School rules and regulations, teaching and other staff relationships must be infused with democratic principles and the quality of the physical environment must be shaped deliberately to continually and consistently provide opportunities that support and reinforce the adoption of positive values within the school, the family and the nation. The role of school is also to provide an environment, which challenges the moral reasoning of children, and force them to see contradictions in their reasoning. And here with this much role of schools there is an equal role of Curriculum in Moral Education of the Child. Many morals and values education curricula have tended to change by accretion with units of the curriculum centered around specific values or principles. In a situation where there is obviously an overloading of the curriculum in schools, teachers find themselves constantly trying to keep up with new knowledge or the reinterpretation of old ones, and the even more difficult situation of trying to find connections between seemingly separate and specialized bits and pieces of knowledge. The design of the curriculum reflects the concepts outlined in the conceptual framework and implications for the roles of schools, families, NGO’s and teachers. It also attempts to respond to the concerns about the degree of effectiveness of traditional approaches to the teaching of morals and values. It is also important that teachers understand the importance of fostering morals, values and ethics to students. And with teachers Parents must provide the most constant and visible models of behaviors associated with character development of their children. As there is an important cognitive component to parents ‘interaction with their children that may facilitate children‘s moral development. Parents ‘communication with their children is one aspect of children‘s social experiences that may be used in the construction of moral knowledge. By explaining the reasons for rules and responding appropriately to moral violation, parents can facilitate moral development by stimulating children to think reflectively about their actions. This assertion implies that the more explicit parents are about the nature of the event and why a behavior is expected or a misdeed is wrong, the more effective such messages might be, particularly for young children. Summarily, parents are vital in the moral development of the child because they are the first moral teachers and role models that young people have. This they do by providing the necessary affective relationship and extensive interactions that facilitates moral development. Parents ‘responses to children‘s transgressions and moral dispute and their explanations of the reasons for rules and expectations may facilitate children‘s moral development. And with rapid technological, economic and cultural change, schools will have to develop a variety of means to morally stimulate adolescents and make them committed to moral action. Our schools have thus to be restructured afresh, its partnership with parents, inspectors, nongovernmental organizations revived and our traditional and teacher centered approach reconsidered in a bid to ensure currency and relevance in our moral education programs. So Schools must contribute to the development of morally matures individuals who, in turn, will help to ensure the existence of a just and caring society. Thus in this spirit that the fowling are the recommendations:
1. We can change a person‘s behavior by force. But such behavior is usually situation specific and so when no force exists, the students may not comply with moral rules. Moreover, students who learn moral behavior under pressure may also find it difficult to understand the ethical values. For example, we can force children to hand the cup to their elders with two hands, but children will not understand why they do it like this. This suggests that our moral education has not really touched the students and engaged their emotional intelligence. Only when a person really accepts such values, will they be consciously manifested in behavior. So, the emotional part is the most critical mode of moral education.
2. It is recommend that educators should form partnerships with parents, the mass media, the business community, the courts and civic, racial, ethnic and religious groups to create a social and cultural context that supports the school effort‘s to develop morally mature citizens.
3. With rapid technological, economic and cultural change, schools need to have to develop a variety of means to morally stimulate adolescents and make them committed to moral action.
4. Religion is a major force in changing human lives. Also it is believed that the religious leaders exercise a significant level of control or influence on many people‘s thought process and decision making further confirms the importance and relevance of the religious organization in the moral development of the child.

Writer is a civil engineer at UAE based organization
Email:-------amanuk653@gmail.com