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Current Status -
March 2007
Living Values Education has begun in Mozambique with
international guest trainers and a workshop for street educators in Maputo. The
LVE Training was held 26 February – 2 March 2007.
Eighteen participants from eight organisations principally working with street
children or children at risk took part in the first LVE Training in Mozambique
which was conducted by Rodrigo Brito, the coordinator of the Living Values
Education for street children in Brazil, and Dipty Naran, the LVE Coordinator
for South Africa. Both were able to share their expertise with the LVEP program
for street children, as well as their experiences working with street children
in South Africa.
Day 1
During the values awareness sessions participants needed more clarification
about the difference between the values that are at the heart of every human
being and the range of other values that also exist.
The opportunities that participants shared in small groups was very important;
this was one area on the evaluation forms that was highlighted. During the
circle of peace activity, participants shared experiences of a time when they
felt happy. The majority expressed that when they had helped someone at a time
of need they had felt a sense of happiness and peace. Virtues of determination,
commitment and love were demonstrated through the experiences shared.
Having a chance to identify and write the qualities that they saw in each other
created a wave of happiness. At one point they decided to do this activity
moving around the table. The only way to describe the scene was as a train of
values as each one at the same time wrote a virtue on the back of the other.
In the last session of the day, rekindling the dream, participants had the
opportunity to visualize their ideal school. The atmosphere described was one
that was harmonious, colourful, open and peaceful. They described the educators
as being happy, patient, loving, open and caring and the students as being
happy, independent learners.
Day 2
On the second day the Living Values Theoretical Model was presented outlining
the core values needed to create a values based atmosphere. Each group took one
of these values and mind mapped what was needed to make a child feel safe,
secure, loved, valued and respected. During the practical lessons participants
had an opportunity to experience some of the activities. Here are some
descriptions of the stars that the participants designed.
“This is a sparkling star that sparkles all over the
children of the world. It is a symbol of the unity.”
“The star that is not coloured travels and meets other
stars to transmit rays of peace.”
“My star represents love, peace, courage that reaches all
the children of the world.”
A participant shared at the end of day 2 that there was so much benefit in
having moments of reflection as it gave her a chance to rediscover the values
within. She said that although we know it is important we often we do not make
time for this.
Dipty Naran, the coordinator for the Living Values Program in South Africa,
shared the benefit of using puppets as a means through which children can
express their ideas and feelings. She also shared that we may feel that children
may not appear to be responding to the program particularly when they do not
take an active role but prefer to observe. She gave a practical example of a
child who did not participate for 2 weeks. However on the last day she received
a letter thanking her for the activities and that he had taken a lot of benefit.
This experience highlighted that everyone can be touched through values.
Day 3
The day started with a reflection. This was followed by an activity where they
had to identify the values in a picture that their partner had drawn. The
feedback from this activity was that it gave them a chance to use the value of
appreciation. They also realized that through art so many values are expressed
as we are not limited by words. They also felt that the values could also help
in their work environments. This activity provided a good introduction to the
session “Building Positive Behaviours.”
Rodrigo explained the need to recognise positive behaviors in children as that
becomes a building block to enable children to keep performing good actions. One
of the main things that came out of this session was an understanding of what
changes behaviour – a positive attitude and values. One participant said that it
is not the discipline that will change behaviour but love. The same sentiment
was echoed throughout day three particularly as the participants had an
opportunity to experience the lessons used for street children. They expressed
that the solution to the variety of problems that street children face is to
fulfill their lack of love. This discussion was concluded with a very powerful
statement by one of the participants: With love nothing is impossible.
One of the concerns that participants had was the use of drugs among street
children and children at risk. The question that was asked was, “If you discover
a child in group who is using drugs what are the steps we can take without
talking about drugs directly.”
Dipty shared that you need a balance of practical things as well as a high
vision for the child. There may be a need to liaise with other groups such as
drug rehabilitation as well as using the values programme.
Day 4
Skills to create a values-based atmosphere were shared and practice during Day
Four. The information about active listening and conflict resolution proved to
be one of the most important practical areas for the participants. There was a
concern that there may be times when we need to give advice or provide a
solution. What was emphasized was that the act of listening gives the speaker
space to realize what he or she needs to do.
Active Listening: If you want to see the greatest actors it was seen during this
introductory activity. Each one was given a role to listen or to speak and the
listeners were given a direction to interrupt or laugh, or not to let their
partner finish the story.
Practical lessons dealing with the death of a loved one helped some of the
participants to deal with their own loses as they went through the exercise. One
of the participants shared that she had a deep sense of sadness inside of her
due to the loss of her father. She said that she was able to liberate herself
from this sorrow through this activity and was left with a deep sense of peace.
The conflict resolution session helped participants to realize their role as
mediators – to help the disputants find a solution and not to try and give
solutions.
Day 5
On this day Rodrigo presented Howard Gardner’s Multiple Intelligences which
highlighted that students have strengths in different areas. Some of the
participants noted the need for a variety of activities to ensure that children
had an opportunity to experience success. He also introduced the parent program
and presented the model for establishing regular parent groups to help them
develop a values based atmosphere in the home.
An opportunity to think about different ways of implementing the programme in
their various settings resulted in a discussion. Different possibilities:
The last session of the day gave participants a chance to role play some of the
stories used in the Living Values Activities for Street Children books. Once
again they enjoyed this part of the training and proved to be very good actors.
But more importantly they could appreciate the powerful messages that could be
transmitted through drama.
Some of the comments that were written in the Evaluation forms were as follows
The follow up to this program will take place next month
where the participants will have a chance to meet once again to share their
ideas. Meetings and further presentations will also be arranged.
Number of Sites Using Living Values Education
Total number of sites
Impact
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