UNESCO International Values Education Project

Terry LovatThe University of Newcastle

Learning to Live Together and Learning to Be: A Values Education Approach to Enhance the Personal and Social Development that Leads to Sustainability (A UniTwin project)

Research Sites

University of Johannesburg, SA (Lead Site) University of California, Berkeley, USA Utrecht University, The Netherlands Universidad Maior, Chile Universidad Autónoma de Manizales, Colombia The Institute of Psychology, Hanoi, Vietnam The University of Newcastle, Australia

Plus sites in Oxford, Cambridge and Ghana

Principal Objective

To research the effects of Values Education implementation - with specific reference to the UNESCO sponsored Living Values: An Educational Program (LVEP) on the personal and social development of students, teacher-student interactions, the educational site community, and academic achievement - in several developed and developing countries around the world.

Potential Relationship with DEST Values Education Program (VEP)

Interested in Values Education internationally as it is rolling out in different places

VEP has potential to inform international developments

In turn, UNESCO sponsorship has potential to strengthen the cause of VEP

What role for the UNESCO program, LVEP?

Features of LVEP

1. Creating a Values-based environment

2. Implementing a Values curriculum

3. Putting Values into action

LVEP and VEP

Adelaide Declaration (1999) on National Schooling Goals for 21CSchooling provides a foundation for young Australians' intellectual, physical, social, moral, spiritual and aesthetic development.

Values Education Study (2003)Values education is … an explicit goal … aimed at promoting care, respect and cooperation.

National Framework (2005)Values Education reflects good practice pedagogy/ quality teaching

VALUES EDUCATION and QUALITY TEACHINGUS Learning Task Force 1994

Development of Whole Person: Intellectual Depth Communicative Capacity Empathic Character Reflective Powers Self-management Self-knowing Integrity

Holistic role for teachers and school agency

• ACERStudent satisfaction• RoweLinking achievement with teacher trust & care • BrykRelational trust as an organizational property• DeweyReflectivity, inquiry and capacity for moral judgment

UNESCO and DEST

Both pursuing a theme of the wider agendas for teacher and school roles:

Whole development Fortified intellectual development Personal and moral development Development of citizenship

Issue for systems and teacher education is in preparing, inducting and supporting teachers and schools for these wider roles?