The DEI Education Policy was conceived, planned, formulated, crystallized and executed by the Supreme Teacher Dr M.B. Lal Sahab, the Founding Director of the Institute. The policy endeavors to create an educational system that strives towards the fulfillment of the Holy Mandate given by Gracious Huzur Sahabji Maharaj "Education, more education, education made perfect is the only panacea for all our country's ills and evils". The emphasis on "combining the much sought excellence with the much needed relevance to contemporary needs" is its distinguishing feature.

The following excerpt from the Report of the Dayalbagh Educational Institute of 1974 sheds light on our approach to education.

"...At Dayalbagh we have tried in our own way to make education more realistic to life and living and during the last two years the various units of Dayalbagh Educational Institute have introduced an intensive vocational training and work-experience programme for students. Our scheme on Comprehensive Education wherein we have pleaded for a job-oriented integrated curriculum at the first degree level has been pending consideration by the University Grants Commission and the Central and State Education Departments. We are grateful to the University Grants Commission for giving us a token ad hoc grant for the work-experience programme at Dayalbagh. It must be pointed out that the present arrangement of imposing additional burden on students besides their full syllabus in traditional academic courses as laid down by the University is not satisfactory but fettered, as we are, by the rigid frame work of the Agra University with a large number of affiliated colleges, we are greatly handicapped for want of autonomy or freedom to try our experiment..."

Educational development in the country should be integrated in such a manner that it brings about a social transformation and reduction in the ranks of the unemployed. Our objective should be to enable our students to inculcate the dignity of manual labour, and to encourage initiative and creative work. Acquisition of some skill is as important as possession of academic knowledge for an all-round development of students; they should also have material to cultivate basic values of humanism, secularism and democracy.

Students during their graduate course should get ample opportunities for working in agricultural farms, factories or workshops, so that they develop vision for a real integration of the basic ingredients of Humanities, Sciences and Technology and an operational concept of work-experience in the new educational set up for national needs.

India being predominantly rural, we must arrange for a proper feed back of suitable trained personnel to the village in order to cope with increasing farm mechanization and to help in the development of Agro-industrial programme. The emerging environment of man will be an increasingly technology-oriented society and the present day general academic education without work-experience will be a great handicap. Understanding of different religions, resulting in the cultivation of moral and spiritual values, and also mental and moral integration, for respecting 'soiled hands' will be essential. All students, irrespective of their academic accomplishments, may have some understanding in the beliefs and ways of life of others. They may also have a grounding in social service.

Our graduates should not merely serve the modern needs of the country in the sphere of Science, Technology, Agriculture, Industry and Defence, but their outlook on life and behaviour should be such as to reflect a spirit of tolerance, temperance, truthfulness and courage. Education should help in character-building and national integration of students.

By 1975, the DEI Education Policy had been crystallized after internal interactions with staff and inputs from external experts on Agriculture, Industry and Education.  While it was enriched by the emerging thinking of Higher Education, it anticipated the National Policy on Education, 1986, in more ways than one.

I. AIMS AND OBJECTS

(i)  To bring about physical, intellectual, emotional and ethical integration of an individual with a view to evolving a complete man who possesses the basic values of humanism, secularism and democracy and who is capable of giving a fuller response to social and environmental challenges.

(ii) To inculcate in an individual a spirit of truthfulness, temperance and courage and to cultivate a spirit of humility, simple living, selfless service and sacrifice.

(iii) To develop the faculties of thinking, analysis and reason and a habit of learning, in an individual, in order to enable him to realize his maximum potential; to increase his general awareness and knowledge and to impart education of excellence as well as of relevance to contemporary needs.

(iv) To develop and promote a scientific temper and to train a person in practical science and technology to make him better suited to the increasingly technologically oriented environment; to create willingness and a capacity to work with one's hands, which would promote a respect for 'soiled hands' and the dignity of labour and a spirit of self-reliance.

(v) To provide a background of humanities and social sciences as essential to retaining a human touch and to mellow down the harshness of a mechanical world; to promote the study of classics and develop pride in national culture and heritage, so that one may not lose one's moorings.

(vi) To prepare an individual for calling suited to his aptitudes and skills and the needs of the society.

(vii) To promote understanding of various beliefs and faiths and thus to foster an attitude of tolerance and a sense of national unity; to create the spirit of 'Brotherhood of Man' and to promote the establishment of  a classless and casteless society.

(viii) To make the rural and urban students fully aware of and interested in the problems of one another; to foster a fuller understanding of the rural life in a society in transition which is necessary for appreciating properly the polity and the economy of our country and of the social forces at work.

(ix) To generate consciousness of democratic values and freedoms which a citizen of India should be prepared to defend; to promote respect for the rights of others and an awareness of one's duties and obligations to the society; to enable students to build a strong character and attain high ethical standards.