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?
Top Related