Living Values Education Programme (LVEP) was introduced in
Nigeria in 2001 through the Permission / Approval of the Lagos State Ministry of
Education. In July 2001, the first official training of educators was held in
Lagos, Nigeria, organized by the National Commission for UNESCO for Nigeria for
32 educators including school principals, guidance counselors, Senior Lecturers,
Psychologists and representatives of the Nigerian Union of Teachers (NUT). Ten
of these were further trained to become LVE trainers. This prompted further
Living Values Education (LVE) Educator workshops which were held in 2001, 2002,
2003, 2004, 2005, 2006 and 2007. Over 1,700 educators have been trained from
2001 to March 2007.
Participants at a 2005 LVEP Educator
Workshop
As of March 2007, LVEP in Nigeria is supported by a wide variety of
organizations: the Brahma Kumaris Center in Lagos, the Nigeria Department of
Youth Policy & International Co-operation, The Apostolic Powerline Bible Church
in Lagos, the Ipaja Community Link in Ipaja-Lagos, and the Development Impact
for Nigeria (DIFN). The LVEP Educator workshops provide teachers,
teacher-trainers, educational psychologists and other educators and individuals
concerned with values and education a new understanding of their role as
motivators and exemplars, and how their mindset, attitudes and vision are
critical to the education process. It is our conviction that when teachers
become exemplars and believe in spiritual goals wholeheartedly, change will be
real and permanent and children will excel in their studies by making excellence
a value as well. They will be able to emphasize competition within oneself, not
competition with others.
After being inspired by the Living Values Education (LVE) Approach, the Nigeria
Association for Living Values Education (NAFOLIVE) Adhoc Committee was
constituted in August 2005. Today NAFOLIVE Adhoc Committee efforts have extended
Living Values Education Programme (LVEP) from the child and the school to the
entire society by a conscious act of will believing that both family and society
must be transformed in the process of educating the child.
Participants at a 2006 LVEP Educator Workshop
As a result, NAFOLIVE outreach processes have led to the establishment of the
under mentioned programmes:
The National
schools of character programme (NASOCAP). This is an annual awards programme
recognizing (Nursery, Primary & Secondary) schools in all the 36 states of the
Federal Republic of Nigeria including the Federal Capital Territory, that
demonstrates outstanding character education initiatives which yield positive
results in student behavior, school climate and academic performance. Although
winners may differ in method, content and scope, all emphasize core ethical
values such as, respect, love, caring, honesty, co-operation, and
responsibility.
Values in
Leadership and in the work place: This is an educative tool developed for
success in business, in government, in organizations and in personal
satisfaction believing that with the growing challenges and sharper competition,
business tactics moved on as successful leaders began to see a need to address,
not just the hands and the head, but also the heart: “ A happy worker is an
efficient worker”.
Today Values are at
the heart of every change process and goal seeking endeavor calling out to
potential market leaders to “come with our hand, head, heart and soul”. This
Quadra-faceted approach – a holistic approach to the working environment –
tomorrow’s management paradigm available today and its focuses on eight key
selected values; trusting, respecting, being ethnical, co-operating, dealing
with change, communicating, motivating, and being responsible.
Values for
positive citizenship: Initiated by development impact for Nigeria (DIFN) as
apart of living values education programme for young Nigerian professionals
which focuses on inculcating a new leadership that will embrace a wider human
constituency with a sense of caring for other and a sense of responsibility to
the global neighborhood. Values for positive citizenship also equipped Nigerian
Youths with core values promoting responsibility and ethnical citizenship.
In-depth report on the Workshop on Values-Based Education for Educators, Ipaja,
Lagos, Nigeria, March 13-15, 2007
Please open this pdf file for an outstanding report on this workshop. It
includes many pictures as well as the contributions of participants.
Distinguished guests, participants,
facilitators and organizing committee
Brief report on a Values for Positive Citizenship Training
in February 2007
On 15 February 2007, the second module of the living values for positive
citizenship training programme began. The training programme was spread over
three days with various sessions and group activities facilitated by Mr Yomi
Oloko of Development Impact for Nigeria (UK).
DAY ONE
The workshop started at 9.30 am with introduction from each of the participants
and making of the ground rules for the workshop. This was swiftly followed by
writing of participant’s expectation on the flip chart. Each participant was
also asked to choose various animals they like and their matching qualities and
attributes. The main session then commenced, with a reflection on our values,
how reflection determines our values and if values does change at any point in
time. The twelve values under the Living Values Education Programme were listed
and extensively discussed on by participants. A minute silence was held in
respect of Mr. Bode Omokaro (DIFN), facilitator for the Module I training
workshop. It was followed by a game on sharks, swimming and islands.
The second session for the day was on effective listening and participants also
discussed ‘Blocks to Effective listening’. This includes; Giving solutions,
admonishing, judging, blaming, moralizing, diminishing, sympathizing,
distracting and accusations. Mr Wale then handled the third session on
Citizenship. The discussion was centered on who a Nigerian is, Rights of a
Nigerian Citizen and a reflection on the words of the National anthemn.
The day’s session ended with take-home questions for
participants:
What do I do that may deprive other Nigerians of their
rights?
What do you think are the responsibilities of being a
Nigerian?
DAY TWO
The day’s session started with responses from participants about the other day’s
activities and their overall feelings. Participants were asked to reflect on an
illustration of a glass cup as half-filled or empty. Many participants saw it as
half–filled while others saw it the other way round. It was finally agreed that
our answers could only be premised on the way we see it. The main session,
commenced with a group activity on Honesty. The following questions were
considered.
Think of a time you appreciated someone else honesty.
Think of a time you were appreciated for your act of
honesty.
Participants broke into groups to discuss; responses were presented by their
rappoteurs to the whole house. The house then considered various reflection
points on honesty.
The second session looked at the values of Love, Peace and Unity. Participants
were divided into three groups with each group first exploring the reflection
points of their value. Teams then had to create a poster on that value using
crayons to come up with a team effort design. The third session for the day was
on Tolerance and participants viewed a 24 minute documentary titled ‘The Imam
and Pastor’, which focuses on addressing religious intolerance among people of
different faiths in Nigeria. Participants discussed ideas they gained from the
documentary vis-à-vis tolerance in our daily living.
DAY THREE
The day’s session started with a reflection and discussion on Cooperation. A
group activity on the Tower game was carried out by participants to test their
knowledge on working together for a common good. Each group then proceeded to
build a tower with a firm base. In the end, the tallest structure with the
strongest base was identified.
The second session of the day was on Simplicity, Respect and Humility.
Participants were divided into groups to discuss each value and then produced a
short drama sketch on the selected value. Each group presented their drama
sketch to the whole audience and participants were asked to make comments and
inputs.
The final session of the workshop was on ‘Moving Forward’. The workshop
facilitator Mr. Yemi Oloko examined key components of the three day training,
workshop organiser’s expectations from participants and dates for subsequent
trainings which will also include a Training of Trainers workshop. Participants
were then provided with an evaluation form to make comments on the three day
workshop. The training workshop ended with presentation of certificates to
successful participants, and presentation of trophies to three best participants
and group photographs. In all, from almost everyone’s opinion the workshop was
fantastic, challenging, interesting and an rewarding experience.
For more information of The Values for Positive Citizenship programme visit the
following links: -
Presently, there are 35 sites in 5 Nigeria states (Lagos,
Edo, Delta, Rivers and Akwa Ibom) known to be implementing LVE, more have been
requested.
Impact
The results are visible, as some studies and
observation have shown, children and teachers coming out of LVE
programmes are significantly more conscious of their true station, more
God loving, endowed with values and virtues, a sense of mission, and
also aim for excellence in all they undertake. Observers such as Rev.
(Mrs.) Dele George, founder-little saints orphanage, strong tower house,
Lagos, Nigeria, have noted LVEP is like an oasis in the desert, a
transformative programme with respect and values that standout not only
among the schools in Nigeria but in the world at large believing that
every child in potentially the light of the world, and at the same time
the cause of it’s darkness wherefore, must the question of meaningful
education such as LVE which concerned with the affairs of the age, be
accounted as primary important. LVE presence should be expanded to other
Nigeria Regions and States in order to give more people in Nigeria the
opportunity of learning the Values of tolerance and co-existence
believing that creating inner change is about taking responsibility for
how we shape the world.
