Values

Education:
Perspective,
Challenges &
Innovation

Diosdado M. San Antonio

RA 11476 – GMRC and Values Education
Act
RA 11476 – GMRC and Values Education
Act
RA 11476 – GMRC and Values Education
Act
RA 11476 – GMRC and Values Education
Act
Values defined
• “the priorities individuals and societies attach to certain beliefs,
experiences, and objects, in deciding how they shall live and what
they shall treasure.” (Brian V. Hill, Emeritus Professor of Education, Murdoch University)
Characteristics of Values Education
Values Education key focuses

•The rejection of discrimination, enlivening debate on moral

matters and promoting collaborative leadership.

•Denouncing harmful attitudes for society as a whole without

stigmatizing individuals.

•Stressing the idea that we can all change and that we deserve a
second chance.
Challenges and strategies in embedding
values - OECD

Organization for Economic Cooperation and Development

What are the challenges and strategies related
to curriculum redesign?
• i) reaching agreement on whether values should be addressed as part
of curriculum redesign;
• ii) building consensus on which values and attitudes should be
included in the curriculum;
• iii) even when agreement to include them is reached, the dissonance
between values instilled through media and social media and those
intended to be fostered through curriculum; and
• iv) harmonizing values intended for inclusion in curriculum and
changing values aligned with societal and economic changes.
What are the challenges and strategies related
to the school and its environment?
• Giving schools greater flexibility
• Giving schools flexibility to embed values relevant to their local
contexts is that this invites variation in levels of quality and
engagement among schools in designing and managing curriculum
content on values
• Teachers’ own values may conflict with those specified in the
curriculum.
Avoiding variations
• Specifying the values that they would like students to develop in high-
level overarching curriculum aims and purpose statements that can
then frame design and planning.
• Providing guidelines to schools on the type of values to embed and
how – either as part of education legislation or in the national
curriculum.
• Embedding values into subject-specific content, and providing
incentives and encouraging schools to design values education content
in their own programs,
What are the challenges and strategies related
to alignment with other policies?
• Misalignment with pedagogies, textbooks and learning materials.
• Misalignment with assessment policies and practices (values and
attitudes are harder to assess than disciplinary content and teachers
require specific support and training).
• Misalignment between values, curriculum implementation and other
policies, practices and instruments
Responding to Misalignments
• Teacher training on values education within their professional development;
• Reviewing textbook content to reinforce alignment with the values
promoted in the curriculum;
• Developing local initiatives to train and support teachers on approaches to
teaching values;
• Taking a careful and considered approaches to defining the purpose, scope
and instruments for assessing values; and
• Designing “strategic packages” or a suite of measures to support the
implementation of values education and therefore the development of values
in young people.
Value-based curricular activities
• The teacher is required to design lessons in which the subject matter
is used to develop character.

J.LAKSHMI (2014)
LECTURER IN COMMERCE Century Foundation College Of Education,
Tirupur
Value-based curricular activities
• Science is intended to strengthen the commitment to free enquiry
curiosity and objective scientific outlooks, open mindedness, search
for the truth logical reasoning, critical thinking reflective thinking etc.
science helps to develop appreciate of and respect for the
environment and so on.
• The human and social science help to understand human behavior
and social environment. In the very act or process of acquiring
knowledge however which is not the same as memorization and
reproduction of information, certain attitudes, values, habits of
thinking that is concomitant to the pursuit
J.LAKSHMI (2014) of that particular
LECTURER IN COMMERCE Century Foundation College Of Education,
knowledge to be transmitted. Tirupur
Value-based curricular activities
• Social sciences at the school stage are intended to broaden children's
vision of society to qualify to be good citizens. It also helps to impart
the values of patriotism, loyalty, religious tolerance , national
integration ,truth, honesty etc.,
• Mathematics is associated with logical thinking, order, decision
making, neatness, sharing and equal mindedness, accuracy,
perseverance reasoning and analyzing etc.,
• History portrays the value of tolerance, patriotism, compassion,
bravery, co-operation, loyalty, justice, perseverance as evidenced from
the lives of great people. J.LAKSHMI (2014)
LECTURER IN COMMERCE Century Foundation College Of Education,
Tirupur
Value-based curricular activities
• Geography communicates interdependence of countries, unity in
diversity, environmental conservation etc.,
• Crafts works to help to cultivate aesthetic beauty, perfection , dignity
of labor, work ethics, cooperation, team spirit etc.,
• Language, besides encouraging communication and listening skills is
intended to inculcate imagination, creativity, sensitivity, beauty,
appreciation and emotional development.

J.LAKSHMI (2014)
LECTURER IN COMMERCE Century Foundation College Of Education,
Tirupur
Value-based Extra-curricular activities
• Meditation • Group activities
• Prayers • Story telling
• Dramatization
• Religious celebration • Episode writing
• Sports and playground • Identification of values in learning
• Cultural programs prose and poetry

• Role playing
• Group singing
J.LAKSHMI (2014)
LECTURER IN COMMERCE Century Foundation College Of Education,
Tirupur
Levels of Innovation

Myler, 2014
enLumen leadership services
Jim Collins (n.d.) business-
think.com
Norms of Conduct of Public Officials and
Employees

Commitment to Justness and Political

Professionalism
public interest sincerity neutrality

Responsiveness Nationalism Commitment to

Simple living
to the public and patriotism democracy

RA 6713, "Code of Conduct and Ethical Standards for Public

Officials and Employees."
Thank you and Mabuhay!
• dadsruth@gmail.com