The groups represented at the meeting
included: UNESCO, IQRA' International Institute, OMEP International, OMEP France,
Consultative Group on Early Childhood Care and Development Secretariat, UNICEF
Regional Office for CEE/CIS and the Baltic, Living Values International Secretariat,
Peter-Hesse Foundation, Swedish Ministry of Education & Science, Asociación
Mundial de Educadores Infantiles, IUFM Grenoble, Crèche Petit à
Petit, Israel Ministry of Health, Montessori Centre International, Women's World
Summit Foundation, Arab Women's Solidarity, Syndicat des Enseignants, Living
Values in Israel Association, Association of Living Values Educators of Kenya,
Mauritius Institute of Education, Beirut American Community School, Kuwait American
School, Association Mondiale des Amis de l'Enfance (AMADE)
and agreed to work on a joint framework for action
to reinforce awareness of :
the need for a "flexible, creative, communicative
and supportive" learning environment for a young child,
the impact of a value-based child-friendly learning
environment where each child can express its creative and communicative skills,
the importance of surrounding the child with
human core-values from an early age,
the ways of implementing values-based early
childhood approaches for a better social, emotional, academic and spiritual
development of the young child.
I - A Framework for Action on Values
Education in Early Childhood
Why a Framework for Action?
During the 1999 UNESCO General
Conference, several Member States representatives expressed their concern about
young children who did not receive the proper quality of education, or were
not exposed to any education at all, or were part of communities where crucial
values were being eroded, and their desire to find ways in which those values
can be strengthened. UNESCO receives more and more requests from Member States
related to the issue of values education for young children (within a formal
and non formal educational framework, but also street children, etc.). Building
on this, UNESCO's Early Childhood and Family Education Unit launched, jointly
with Living Values Education, an international initiative on "Early
Childhood and Values Education" in early 2000. This started an "international"
discussion (in English, French and Spanish - by email and other traditional
means) on the theme of Early Childhood and Values Education involving, among
other, the distribution of a questionnaire to Living Values Education Coordinators and
educators, UNESCO National Commissions and field offices and other early childhood
partners throughout the world, to identify experiences in this area, solicit
recommendations on forms of concrete and practical results of such a discussion
and consultation, and suggest ideas that could help prepare documents (+ web
site) for Member States, educators, parents, etc? on this issue.
Meeting basic needs:
Summarized from the results of
the discussions during the meeting and recent statements on young children's
needs, the following findings provide a quick overview of needs that would need
to account in be taken into an early childhood value-based framework for action.
Reaching young children
The Education for
All 2000 Assessment
shows that of the more than 800 million children under
6 years of age in the world, fewer than a third benefit from any form of early
childhood programmes. The challenge is thus enormous, made more difficult
by the demographic pressures and increased urbanization, increased poverty
and social exclusion, greater numbers of out-of-school children, the alarming
progress of AIDS, growing violence among youth and the impact of globalization
that most countries experience. Yet, efficient and low-cost options for early childhood exist, and
are adapted
to the needs of children, to the living conditions of families, to the different
cultures, values and resources of countries. Their implementation depends
more on creating adequate political and social will, and a cohesion among
the various actors in education, than on any other factor.
Irreducible needs of young children
In their new book "The Irreducible
Needs of Children", Doctors T. Berry Brazelton and Stanley Greenspan argue
that all young children have seven irreducible needs.
Ongoing nurturing relationships:
Every baby needs a warm, intimate relationship with a primary caregiver
over a period of years, not months or weeks. This is far more important
to emotional and intellectual development that early cognitive training
or educational games. If this relationship is absent or interrupted, a
child can develop disorders of reasoning, motivation and attachment. Infants,
toddlers and preschoolers need these nurturing interactions most of their
waking hours.
Physical protection, safety and regulation:
Both in the womb and in infancy, children need an environment that provides
protection from physical and psychological harm, chemical toxins and exposure
to violence.
Experiences tailored to individual differences:
Every child has a unique temperament. Tailoring early experience to nurture
a child's individual nature prevents learning and behavioral problems
and enables a child to develop his or her full potential.
Developmentally appropriate experiences:
Children of different ages need care tailored to their stage of development.
Unrealistic expectations can hinder a child's development.
Limit-setting, structure and expectations:
Children need structure and discipline. They need discipline that leads
to internal limit-setting, channelling of aggression and peaceful problem-solving.
To reach this goal, they need adults who empathize as well as set limits.
They need expectations rather than labels, and adults who believe in their
potential but understand their weaknesses. They need incentive systems,
not failure models.
Stable, supportive communities and culture:
To feel whole and integrated, children need to grow up in a stable community.
This means a continuity of values in family, peer groups, religion and
culture, as well as an exposure to diversity.
Protecting the future:
Meeting all
these needs should be our highest priority. If we fail, we will jeopardize
our children's future.
Early childhood and values education
Research confirms the importance
of the early years to positively influence children in a long-lasting way.
The value orientations of children are largely determined by the time they
reach the age of formal schooling. The first steps towards a lifetime of peaceful,
non-violent activities, of respect for one-self and others, and of appreciation
of diversity may be taken during early childhood, as children begin to mature
and put into place their cognitive and affective frameworks. Discussions about
potential values education for young children have centered around several
themes, for example:
respect for self and others, fostering
co-operation and conflict resolution skills;
appreciation of diversity, global awareness
and multicultural education;
practical implementation of the Convention
on the Rights of the Child, as a set of values universally accepted
as essential for children to be able to fulfill their potential;
the role of pervasive cultural violence,
including television, movies, drama portrayals that are stimulated by
toys;
love and respect for nature;
stimulation of the child's imagination
through creativity;
establishing multi-cultural programmes
that help young children integrate spiritual / religious with secular
learning, or bridge the gaps of experience often faced by multiple language
or multiple cultural groups.
Making the right choice
Declaring that " investment
in the development and care of our youngest children is the most fundamental
form of good leadership, " Carol Bellamy, UNICEF's Executive Director,
argued that the world is squandering human potential on a massive scale as
hundreds of millions of the world?s youngest citizens flounder in poverty
and neglect in their first years of life.
Early childhood care
is a solid investment. For every $1 spent on early childhood care there is
a $7 return through cost savings. This figure is derived from studies showing
that participants in pre-school and day care are less likely to suffer illnesses,
repeat grades, drop out of school, or require remedial services later in life.
Moreover, by shifting money within budgets, nations can create comprehensive
programmes for their youngest citizens without adding large sums of money
or further depleting their budgets.
Three major challenges loom:
poverty, conflict and HIV/AIDS. These three plagues remain the most pressing
challenges for the world and compete with early childhood care for funding.
In the poorest nations, scarce resources are used to pay loans. By investing
in destructive war machines, many countries steal food, clean water, health
care and schooling from their citizens. And in some countries, particularly
in sub-Saharan Africa, the HIV/AIDS pandemic has stripped health and education
budgets to the bone.
" The state of the world?s
youngest children, citizens with the same rights as all others, is not nearly
as good as it should be, " Bellamy concluded. " It will
only get better when we alter current priorities and accept the sound economic,
social and political sense it makes to prioritize the world?s youngest. "
(UNICEF Press Release, 12 December 2000)
II - Programme Guidelines for
a Framework for Action on Values Education in Early Childhood
The programme guidelines that follow
constitute the foundation for the Framework?s Action Plan,and
are designed to be used by organizations in planning their own values-based
early childhood programmes and/or actions.
Goals and objectives
The overall goal of this initiative
is to develop a harmonized and common framework to integrate values in early
childhood programmes and services by involving different target groups (including
policy makers, community leaders, trainers, caregivers, families, parents, children
...).
The main objectives are to:
suggest guidelines for concrete actions
by Member States, educators, families and parents to address the issue
of values in early childhood.
create a value based environment that contributes
to the overall physical, socio-emotional and spiritual development of
young children.
create opportunities for institutions and
individuals to discuss, learn and come to a better understanding of the
ways of introducing, integrating and implementing values in early childhood
programmes.
Guiding principles for action
We reaffirm the dignity and worth
of every individual,
Believe that Early Childhood
Care and Education, in its widest sense, is part of Basic Education and is
essential for all children to maximize their learning potential,
Agree that a values-based approach
to learning and growing-up is fundamental to the nurturing and development
of all children,
Seek cooperative and practical
commitment from all stakeholders to develop the following principles for action:
Every child should have the right to early childhood
care and education. Early childhood education programmes should be made available
to all children.
All early childhood programmes should be based
on the values of trust and respect, non-discrimination and the right of the
child to grow in an environment of peace.
The sustainability of quality early childhood
programmes should be insured through:
creating ownership by educators, parents/care
providers and the community.
providing quality training of key local
people including educators.
building educator-parent/care provider information
systems to create an awareness of children?s needs and rights, build preventative
skills and disseminate this information widely through radio or television
- as appropriate for each country.
creating access to quality model programmes
that can be easily disseminated.
Educators
should be trained to create a values-based child-friendly learning environment.
Indicators of such an environment include:
Adults model values ? demonstrating peaceful,
respectful and kind methods of communication with children and adults.
Interactions with children promote the feelings
of being loved, valued, respected, understood and safe.
Children are listened to and positive efforts
and qualities are acknowledged.
Educators model tolerance and valuing each
and everyone by appreciating differences, diversity and different cultures.
Rules and limits are clear ? there is discipline
without anger.
Mistakes are treated as an opportunity to learn.
Children
should be educated about values by allowing time and activities to explore values.
A values curriculum would include:
learning
a universal values perspective (dignity and respect for each one).
learning
about different values through definitions, discussions, demonstrations
and stories.
understanding
different values by engaging in creative play and expressive activities.
enjoying
values through fun activities, songs, dances and movement.
feeling
the values and nurture the self with the values of peace, love and respect
through "quietly being" exercises.
learning
values-based psycho-social skills and practicing these with peers and
adults.
The
family unit should be acknowledged and supported as the heart of the child?s life/learning
for all of his/her life, through
providing
quality education about parenting to parents and care givers in a values-based
learning environment, beginning when possible with the first pregnancy
engaging
parents in exploring their values and how to positively model and nurture
values with their children; this could be done in parent groups or through
different forms of media
Key elements
Key elements of a early childhood
values-based framework for action should include an appropriate emphasis on:
integrated policy development where a cooperative
climate encourages and supports all stakeholders to come together.
safeguarded values education from possible
political, religious or social abuse. Values education works best when
children and human rights are protected.
ensuring that values education is authentic,
experiential and child-centered aiming at incorporating the physical,
mental, social and spiritual well being of the child.
educating and encouraging children to participate
in democratic principles, responsible citizenship and involvement in community
service - as key principles in values acquisition and internalization.
promoting dynamic relationships between
children and adults through sharing, learning and growing together.
taking every opportunity for educators to
install a dialogue with parents through the child, taking time to observe
and to listen, to find solutions and to remain open to suggestions.
III - Levels of Action and Strategy
for a Framework for Action on Values Education in Early Childhood
The following five levels of action
were suggested to facilitate the implementation of the Framework for Action:
Personal level: Adults need to learn to
express feelings. Children need to learn to listen, model, acknowledge
diversity, to have time, to enjoy, to play, feel.
Family level: Parents need to be supported,
helped, educated.
School level: Educators need to be trained
to take into account emotional and affective attitudes.
Community level: Communities need to have/create
places/spaces where children can be welcomed and nurtured, including street
children, AIDS children/orphans.
State level: States have the responsibility
to implement the Convention on the Rights of the Child and to provide
education.
The following process was proposed:
Undertake immediate individual actions
at the local level.
Start working at the community level
by inviting individuals to participate, and then move up through the different
levels of action, building networks and alliances to facilitate the work,
articulating, teaching, clarifying.
Get information to support the dissemination
of value based actions at district/regional level or joining national
efforts (through national teachers associations, health nurses, etc)
Take into account world summits like
the Special Session on Children in September 2001. Cooperate with governments
in contributing to reflection for action in a value based framework for
Early Childhood Care and Education.
It is important to define a frame
of action at every level, in order to create a partnership / network to start
working on a joint programme. If we see, at each level, the opportunity to reach
young children, through educators (caregivers, kindergarten teachers, nurses,
parents, etc ?), and see them as potential role models, we need to give these
educators tools and training in values education. This enhanced awareness will
help change their approach to themselves and to young children: we need to let
children learn to be and learn to live together, but to provide this, we have
to live that concept ourselves.
After defining a set of goals and
aims, it is necessary to design a clear strategy, since a programme for young
children must be multidimensional. It must try to combine different spheres
of activities in a common effort to develop integrated services, to move towards
an holistic approach, based on the needs of the young children, their parents
and their educators, and to arrive at a more comprehensive and multi-faceted
programme. Encouraging multi-sectoral collaboration and connecting on-going
programmes together can facilitate introducing a values based approach as a
natural new way of better living for all who are involved with young children.
Depending on local conditions,
different opportunities will help open possibilities of introducing values based
approaches for young children with the whole community. For instance, many countries
have family health centers run by the Ministry of Health and/or other institutions.
Usually, parent groups exist in those centers, and can be easily redesigned
to be part of a set of workshops and training sessions for values based parent/family
education. Another example are early childhood education programmes (kindergartens,
preschools, etc ?) that can start including an introduction to values in daily
activities with teachers, assistants, parents and children.
An important asset for moving forward
would be the establishment of a Committee for Early Childhood in every community,
made of representatives of the early childhood educators, of the parents of
young children, of the local community (municipality, neighborhood, etc ..),
of the Ministry of Education in the area, of nurses, of paraprofessionals, of
NGOs, of the private sector, etc? This Committee, being from different sectors
and disciplines, can help plan and implement common work which can lead after
a period of time to a more harmonious platform in favour of young children.
IV - Action Plan for a Framework
for Action on Values Education in Early Childhood
The Framework focuses on
seven programme areas for its implementation, each covering a number of actions.
Building the Framework requires and depends on joint development, promotion
and monitoring. Several implementation mechanisms were suggested for achieving
progress in each programme areas. These will be refined and modified as individual
organizations map their own mechanisms and strengths.
Seven programme areas
Building the Framework requires
developing and enhancing the following seven programme areas, which represent
different ways we create, build, support and expand the introduction, integration
and implementation of value based approaches in early childhood.
Undertake advocacy/dialogue/awareness
raising activities, including
Appealing to policy makers through gentle
persuasion. They know what is not working. We need to provide clear options.
Organizing
meetings among representatives of different approaches to education.
Raising
consumer awareness on ethics behind products, such as issues of child
labor, child exploitation.
Making
use of the networks of UNESCO, UNICEF and Education International for
the diffusion and dissemination of information on these topics, in particular
in the framework of the International Decade for a Culture of Peace
and Non-Violence for the Children of the World (2001-2010).
Increasing
educator-parent/care provider information systems by developing user-friendly
information briefs on such things as stages of childhood development,
values awareness and parenting skills; and writing them in such a way
that they could easily be used in or by the media, or in school/nursery
newsletters.
Developing
more awareness of children?s need for love and protection and children?s
rights by creating and disseminating such materials.
Celebrating
national/international events with values activities.
Using Internet
and multimedia tools to:
create reciprocal web links between
organizations represented at this workshop to increase information
about resources and good practices.
create
a website with activities from different programmes, resources and
links, and serve as a depository for values stories from and for different
cultures.
expand
the Living Values Education Program web site?s "Children Participate"
section, so that children can share what they are doing in their exploration
about values from any programmes.
Develop and offer training,
including
Providing quality training of key local people
including educators, parents and business people to insure sustainability
of quality early childhood programmes. This could include the following
elements:
Create a personalized sense of the importance
of a values-based child-centered approach and a sense of ownership by
leading key stakeholders in a values awareness session in which they
generate elements of a values-based atmosphere and offer their perception
of children?s needs.
Continue to involve local leaders in sessions
in which they generate ideas for and cooperate in creating healthy community
resources for children and families.
Build awareness in the community about
the importance of children?s needs and rights and the wisdom and efficacy
of a nurturing and preventative approach through the media.
Training local educators to understand and
use model quality child-centered, values-based education programmes. This
would include the following elements:
Include some local educators who are professionals
and have the ability to train other local teachers, train parent group
leaders, and interact with the local community.
Train in such a way that the educators
experience the kind of atmosphere they are to provide to the children,
i.e. focus not just on content but on the process.
Encourage them to add elements from their
own heritage and the cultures in the area.
Develop model sites where other people
working with children from 0 to 8 can observe.
Enhance prevention and
protection, including
Creating a safe environment for children.
This is based on the statistics that injury is the first cause of morbidity
and mortality in children aged 0 to 17 - in particular for young children
between the ages of 0 and 4. The amazing fact is that 95% of these injuries
can be prevented, by education and safe environments.
Providing all formal institutions for children
(such as daycare centers, family health care centers, clinics, kindergartens,
schools, etc ) with safety devices.
Supporting/developing, on a national level,
programmes for promoting safety in the environment of children (homes, backyards,
streets, etc ). It should include educational programmes for parents (and
of course educators, health workers, etc), advertizing in the media, and
reducing the prices of safety devices used in homes, backyards and cars,
bicycles.
Create supports and
advocacy through media and communications,
including
Creating an awareness among media people that
consciously or unconsciously they convey "not so friendly" values to young
children - it seems that there is reporting about young children in case
of abuse or violent death but rarely on more "normal" daily life.
Encouraging value based media messages for
children. "Packaging" the principles of action or concrete recommendations
for value based early childhood programmes so that they can be readily use
by media professionals.
Making sure the Children's Television Charter
is widely known and implemented. The Charter stresses the right of children
to receive quality programmes, and the right to see and express themselves,
their culture, their language and life experiences through media.
Exploring the needs of young audiences and
promoting a variety of initiatives, vital to securing the right of all children
to quality media.
Exploring the effects of globalization on
children's audiovisual media, and requiring regulation that prevents violent
programmes during children's viewing time.
Encouraging the creation of national TV channels
and/or programmes on parenting and child rearing, providing experiences
from educators, parents, etc.
Mobilize and involve
business/private sector,
including
Identifying possibilities of using the Global
Compact (with the business community launched by the UN Secretary-General)
for the establishment of partnerships with the private sector in the area
of early childhood and values education.
Encouraging businesses to supply early childhood
programmes for employees by employing early childhood educators. A Montessori
educator, for example, could teach children in the morning and provide advice
to adults and train local parents on early childhood related topics in the
afternoon.
Encouraging the private sector to be involved
in initiatives to fight social exclusion and poverty.
Creating an awareness among businesses of
the incentives to invest in early childhood development efforts. In particular,
early childhood initiatives:
enable companies to compete for, and retain,
the best workers. Employees who have access to family support policies
are more likely to remain on the job and show more initiative than workers
with no access to these policies.
increase productivity and reduce employee
turnover and absenteeism.
invest in the building of a highly-educated,
productive workforce in the future. By making sure that children receive
good quality care in the earliest years, businesses can help build a
productive workforce for the future.
Identify, utilize and
build upon networks, partnerships and affinity groups,
including
Establishing partnerships for children, encouraging
participation of every individual in the society at different levels: parents,
families, teachers, nurses, politicians, educators to joint efforts for
the best development of the child.
Sharing of perspectives and mutual learning
to build upon the concept of partnership and complementarity.
Working in cooperation with affinity groups
to achieve outreach, impact, consensus, and common cause with related issues:
children?s rights, women, environment, etc.
Developing issue-specific and action-oriented
partnerships so as to piggyback issues on related movements and to tie early
childhood concerns to current public problems.
Assess effectiveness
and monitor progress,
including
Calling for the concerned and committed attention
of professionals working in collaboration with programme providers and participants
to conduct proper programme evaluation.
Evaluating regularly the programme using criteria
that consider the overall contributions and relevance of the programme to
every child and the society; this includes comprehensive and continuous
evaluation in terms of the programme's attainment of local, regional, national
and international standards for excellence in the care and education of
young children.
Adopting a cycle of Reflective Self Monitoring
and Assessment practices, e.g. plan, do, review, befitting the ethos and
commitment of the school.
Using quality based values learning indicators
(see those of the Kuwait American School as a possible model in Annex 1).
Selecting a small number of indicators at
a time (3 for instance) - one for planning, one for doing, one for reviewing
- time managed and designed to fit one's own needs.
Establishing processes for determining community
expectations and guidelines for quality programmes and services, for community-based
dialogue and debate about how the needs of children are addressed.
V - Next steps: towards implementation
of child friendly learning environments
There is nothing stopping
us from making a difference to all children?s learning. Together we can
help children to know, to do, to be, to belong and to give love. Together
we can help children to be themselves, know themselves, make sense of their
own world, make sense of the world around them, serve others and be stewards
of their own environment. (Peter Williams, Kuwait American
School)
The Framework will be widely
disseminated for comments, additions and support. The Framework will
be placed under the umbrella of the International Decade for a Culture of
Peace and Non-Violence for the Children of the World, which offers a good
frame of reference for any work related to children and values.
Several possible "commitments"
were suggested: (with
the understanding that each organization must in fact define its own participation
in this joint initiative):
participate
in an email/fax/postal discussion on Early Childhood and Values Education;
take part
in the mapping/ resource / information sharing exercise to compile a Book
of Guidelines, including providing information to put on Internet;
find ways
in which your organization can contribute to the regional process and to
share information on this initiative with the largest possible audience;
look at ways
your organization can/does contribute financially to the process of fostering
better values based early childhood initiatives;
getting others
to contribute and participate in this initiative.
Identify ways to contribute to the Framework
and invite others to participate:
It is up to each organization
to determine its own goals, resources, and interest in this joint process.
As organizations identify ways they can contribute, these will be pieced together
by UNESCO and LVE, who can look for ways to coordinate/facilitate sharing
and collaboration at regional and international levels. Regional meetings
will be convened to initiate information and knowledge exchange on the issue
of values and young children.
Several suggestions
and possible offers were made to further the discussions held during the International
Workshop and involve other organizations and various subregions, these
will have to be explored in the coming months. These meetings will help reach
out to other organizations who have not been part of this mechanism, inviting
them to participate and contribute, and informing them of evolution within this shared Framework.
UNESCO will launch and promote the Framework as a mobilization tool for values-based
early childhood in its Member States.
Compile a Book of Guidelines :
In order to illustrate how values
can be integrated into early childhood programmes/services, a two-part sourcebook
will be designed and compiled showing diverse experiences and what makes them
work in different communities, regions, countries. This will be done through
contacting colleagues and partners around the globe working in a variety of
contexts and cultures to share user friendly evidence on using values in early
childhood.
A part of the sourcebook would
show, step by step, clearly and in simple terms, a range of ways towards starting
and implementing values education for young children in different contexts
and with a variety of partners. Thus someone eager to embark on such a programme
without knowing how to go about it, would become acquainted with the basic
notions required to take action. The other part of the sourcebook would illustrate
these step by step approaches by telling success stories of experiences carried
out in a number of communities and countries.
Develop training materials/modules for
young children at risk :
In response to the growing number
of young children at risk, of younger children affected by the spread of AIDS
but also the increasing number of younger street children, Living Values,
in cooperation with UNESCO and other partners, will design during 2001 some
draft materials/modules to use with young street children and those who work
with them, and also for working with young children affected by AIDS.
Immediate actions
Statement to the G8 Heads
of States
Representatives of Early
Childhood Development Institutions and Organizations from 22 countries
meeting in Paris from November 20 to 22, 2000 for the International
Workshop "Integrating Values in Early Childhood Programmes/Services"
invited by UNESCO and Living Values Education solemnly
request the G8 Heads of States who met in Okinawa (Japan) earlier
in 2000 and rightfully promoted global Information Technology (IT)
to put equal emphasis on the global precondition for ALL human development
- EARLY and BASIC Quality Learning to embrace human living values,
positive attitudes and basic life skills at an age where children
learn most and best.
Scientific evidence clearly
indicates that key values, basic attitudes and problem-solving skills
develop before school age. This chance for human
development must not be lost. Early childhood development
and basic quality learning on a global scale would significantly help
to reduce the "digital divide".
adopted on 22 November
2000 (Paris, France)
Recommendations to UNESCO
Participants in the Workshop
concurred in addressing the following recommendations to UNESCO:
Early childhood education forms an essential
part of basic education. Consequently, it should be given high priority
in UNESCO's next programmes and budgets, and in its next Medium Term
Plan.
A meaningful proportion of the extrabudgetary
funds contributed by UNESCO's partners throughout the world should be
used in support to relief programmes designed in the benefit of very
young children in distress.
Other workshops on early childhood and
values education should be convened, to deal with specific issues. Such
activities illustrate UNESCO's vocation in:
preserving diversity while underlining
universal values;
facilitating the exchange of knowledge
and experience;
promoting the ethics on which UNESCO's
action is based.
Further enquiries:
ECF Values Education, Early
Childhood and Family Education Unit
UNESCO, ED/BAS/ECF,
7 Place de Fontenoy,
75352 Paris 07 SP, France
Tel: 33-1-45.68.08.12 Fax: 33-1-45.68.56.27/28
Annex 1: An example of Quality Based
Values Learning Indicators
The following is a brief
overview of the 33 Quality Based Values Learning (QBVL) indicators that reflect the current
practice and goals at the Kuwait American School. They are divided into 3 groups
- Plan, Do and Review. Each indicator is measured; qualitative and quantitative
evidence is gathered and monitored. Written and photographic evidence is beginning
to illustrate the indicators in practice. The model is one of many models around
the world. This model is designed to fit the local context and culture.
Plan ? Intentions/ Planning
QBVL 1
Educate the whole child : social, spiritual, physical, intellectual,
cultural & emotional dimensions
QBVL 2
?Holistic/global learning?, adopting and applying many learning styles
and approaches
QBVL 3
Promotion of the ?well being? of the child
QBVL 4
Broad and balanced curriculum with access for all children
QBVL 5
Adoption of self monitoring programmes and formal methods of assessment
QBVL 6
Teacher at the very heart of the teaching and learning process
Do ? Provision and Practice
QVBL 7
Unique contribution of each and every child, and each and every adult
QBVL 8
Teaching and Learning at the very heart of the learning process
QBVL 9
Active learning, play and guided discovery
QBVL 10
Multi-dimensional learning environment
QBVL 11
Visual, Audio and Kinesthetic ways of learning
QBVL 12
Whole language and phonic development in the teaching and learning process
for all pupils
QBVL 13
Love, peace and happiness in the classroom
QBVL 14
Adaptation of the best universal practices to local cultural contexts
QBVL 15
Character development and benefits of developing the human spirit
QBVL 16
Education of ?responsible individual beings? and ?responsible global
beings?
QBVL 17
Inclusive education - support needed for all children
QBVL 18
Regular communication on the process of successful learning to the child
and parents
QBVL 19
Communication and work with parents and others at all levels to help
the child and family
QBVL 20
Development of active partnerships with the wider community
QBVL 21
Empowerment of decision makers to be creative and look at the uniqueness
of the situation
QBVL 22
Resource schools to meet their needs
QBVL 23
Investment in teachers, and training and retraining teachers
QBVL 24
Practice what we say.
QBVL 25
Understanding that shared values bind us together
Review ? The Cycle of School Improvement
QBVL 26
Self School Improvement Monitoring and Evaluation system in place
QBVL 27
?Reachable and attainable? norms and standards for all children
QBVL 28
Best interests of the child incorporated in all that we do
QBVL 29
Definition of the roles of schools, and re-examination of their values
and work practices
QBVL 30
Child Friendly School and Child Friendly Learning Environment
QBVL 31
Expression of the school living its values
QBVL 32
Low, medium and high expectation targets within short, medium and long
term action plans
