Relevant bibliographies by topics / Values Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Values Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Values Education"

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Marfleet, Andrew. "Book Review: Values Education and Values in Education." Journal of Education and Christian Belief 2, no. 2 (September 1998): 159–60. http://dx.doi.org/10.1177/205699719800200215.

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Deakin-Crick, Ruth. "Book Review: Values in Education and Education in Values." Journal of Education and Christian Belief 1, no. 1 (March 1997): 74–75. http://dx.doi.org/10.1177/205699719700100121.

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SAYAN, YUNUS EMRE. "AHİLİKTE DEĞERLER EĞİTİMİ VE BİR DEĞER OLARAK NASİHAT." Türk Kültürü ve HACI BEKTAŞ VELİ Araştırma Dergisi 104 (December 3, 2022): 297–316. http://dx.doi.org/10.34189/hbv.104.017.

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Akhism, highly influential in Islamic and Anatolian societies between 13th and 19th centuries is a professional, commercial, economic, cultural, social, moral and educational organization whose influence in this process exceeds the boundaries of time and space. It consists of highly moral and well-behaved people, each of its members interacting with each other, providing both material and spiritual guidance to its members, and aiming at the perfect human being. On the basis of its acceptance and strong influence for ages the role of its construction with a spirit and understanding inspired by Islamic sources is very great. It is very important scientifically in terms of dealing with Akhism in a way that sheds light on the present, to make sense of it by examining it, evaluate it, and to benefit from the results of a successful experience in the past. Considering that education is an activity of introducing ideal cultural elements to future generations, the introduction of institutions that affect the culture of society in history to today's people is also among the duties of education. In Akhism, educational values, both verbal and behavioral, have been inherited from the past to the present within the framework of the master-assistant master relationship. The aim of this study is to determine the prominent values in Akhism and to reveal the importance of advice value. In this context, the values in the Akhi organization and the value of “advice”, which stands out from these values, were investigated. At the same time, the role of the concept of advice in adding value to individuals and societies has been tried to be determined, although its value has weakened today. The study has been designed with a qualitative research design and the main Islamic sources have been examined in accordance with the document analysis method in the research. Based on the richness of meaning of the concept of advice, the aspect of advice that educates a person, guides, shapes life and makes it valuable and how it builds a lifestyle has been examined. In this study, according to the 5N+ 2K (What, why, where, how, when and who, to whom) technique, the use of advice and teaching methods in the Akhism have been tried to be determined. It is assessed that the results obtained from the richness of meaning of the advice, which has been determined to have an important place in theA khism, will shed light on today's educators and values education. Keywords: Religious Education, Akhism, Values, Advice, Advice in Akhism.
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Wright, Ian. "Civic Education is Values Education." Social Studies 84, no. 4 (August 1993): 149–52. http://dx.doi.org/10.1080/00377996.1993.9958362.

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Rayan, Sobhi. "Education Toward Values." ICR Journal 2, no. 3 (April 15, 2011): 465–81. http://dx.doi.org/10.52282/icr.v2i3.626.

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This article deals with different value systems from the perspective of their source, nature, and implementation, and with the link between education and values. The achievement of values is considered to be of the highest importance in human life. Ethical doctrines vary about the source of values - whether they are derived from human beings or received from external authority. This dispute about the nature of values creates different views concerning the education of values, about the role of the educational system in the acquisition of values, and about the impact of values on pupils, both theoretical and practical.
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LANGFORD, GLENN. "Education and Values." Journal of Philosophy of Education 22, no. 2 (December 1988): 283. http://dx.doi.org/10.1111/j.1467-9752.1988.tb00201.x.

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Cowan, John. "Education for values." British Journal of Educational Technology 35, no. 6 (November 2004): 751–52. http://dx.doi.org/10.1111/j.1467-8535.2004.00432_7.x.

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Walker, Carol. "Values and Education." International Journal of Learning: Annual Review 15, no. 6 (2008): 23–26. http://dx.doi.org/10.18848/1447-9494/cgp/v15i06/45815.

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Carr, David. "Education and values." British Journal of Educational Studies 39, no. 3 (August 1991): 244–59. http://dx.doi.org/10.1080/00071005.1991.9973889.

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Brady, Laurie. "Values Clarification in Values Education: A Critique." Educational Practice and Theory 32, no. 2 (January 1, 2010): 23–31. http://dx.doi.org/10.7459/ept/32.2.03.

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Dissertations / Theses on the topic "Values Education"

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Pellechia, Victor J. "Do We Value "Values" in Education? A Study of Values Alignment in the Ethical Decision-Making of Catholic School Principals." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10844863.

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The purpose of this study was to explore personal and organizational values, their influence and alignment, in the ethical decision-making of Catholic school principals. Semi-structured interviews allowed the 12 participants to explore personal and school values, areas of congruence and dissonance, methods for resolving dissonance, the process of values alignment, and the influence of the Catholic school culture. Site observations and analyses of mission statements provided insight as to community values for each of the participating schools.

The review of the literature yielded a means by which to connect values of the principal with those of the school community. The individual level examined the formation of the school leader through personal values, professional preparation programs, and ongoing self-reflection. The communal level analyzed the nature of school culture, namely the Catholic school framework, and how community members perceived their organizational climate. The process of ethical decision-making through multiple paradigms formed the active connection relating individual and communal value sets.

The conceptual framework depicted the aforementioned values relationship. Values alignment and values congruence formed the theoretical framework, exploring how to bring personal and organizational values into alignment and the resulting congruence or dissonance between them. Although prevalent in the business sector, this study’s application of the theory in education suggested ramifications for decision-making, job satisfaction, and professional success.

Findings showed salient values across participant responses, observations, and documents and highlighted concepts of organizational fit, prayer as process of reflection, and individual versus communal goods. Further, values awareness and values negotiation were found to be layers in the dynamic process of alignment by which an appreciation of pre-existing stakeholder values could be brought to bear in discerning potential success or failure of change through ethical decision-making. The Catholic school culture, consisting of a seemingly unified values framework, provided a common sense of mission, vernacular, and expression through artifacts and décor. Recommendations were posited for “match” programs that could connect aspiring principals with schools of similar values. Delving more deeply into values awareness and negotiation by further examining principal motive and collecting broader stakeholder feedback could stimulate additional research.

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Bullock, Nora B. "Examination of values instruction in education and the role of humanities in values education." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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Bellarts, Stella Beach. "Personal Values, Work Values, and Job Interests of Nursing Students." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4669.

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The purposes of this study were to (1) describe the personal values and work values of nursing students in the last year of their present educational preparation, (2) to investigate the relationships between values, both personal and work, and selected demographic variables (type of educational institution, present educational preparation, job interests, and age), and (3) to examine the correlations between students' personal values and work values. Using the Profile of Life Values (PLV) and the Ohio Work Values Inventory (OWVI) , the personal and work values of 452 student nurses were examined, first as a total sample for means and standard deviations, then by selected demographic variables with MANOVA, ANOVA, and Scheffe at the .10 level of significance. In the sample were 43 students from graduate nursing programs, 143 students from baccalaureate nursing programs, and 266 students from associate degree programs, from both public and private educational institutions in two northwestern states. The order of the means for the total sample on the PLV scales from the highest to lowest were Considerate, Intellectual, Achievement, Recognition, Creative, Artistic, and Integrity. The order of the means for the total sample on the OWVI scales from highest to lowest were Task Satisfaction, Self Realization, Altruism, Security, Money, Independence, Ideas/Data Orientation, Object Orientation, Control, Prestige, and Solitude. In comparing the values on the PLV and OWVI by type of educational institution, the means were significantly higher for students enrolled in private educational institutions than for students from public educational institutions. When the values on the PLV and OWVI scales were compared by educational preparation, significant differences were found on the means, with graduate students placing more values on Intellectual, baccalaureate degree students placing more value on Recognition, Control, Independence, and Object Orientation, and associate degree students placing more value on Integrity, Security, and Money. When the means on the PLV and OWVI scales were examined by job interest, students interested in pediatrics placed more importance on Considerate, Achievement, and Intellectual; students interested in specialty areas, such as the operating room or emergency room placed more value on Object Orientation, just as students interested in critical care and pediatrics placed more value on Object Orientation than did the students interested in medical/surgical nursing, geriatrics, obstetrics, mental health, nurse practitioner or clinical specialist role. In the final comparison of the PLV and OWVI values with age, the 40-54 age group placed more value on Intellectual while the 20-29 age group placed more value on Recognition, Security, Control, Money, and Prestige. Using Chi-Square as the inferential test, educational preparation and job interests were found to be related. Graduate students were primarily interested in the nurse practitioner or clinical specialist role; students receiving a baccalaureate degree expressed more interest in critical care and pediatrics; students receiving an associate degree expressed more interest in medical/ surgical nursing and geriatrics. In examining the correlations between the PLV and OWVI, 58 of the 77 coefficients were significant at the .05 level. The correlations of the two instruments demonstrated a logical relationship exists between the instruments. These findings have implications for nursing education. The educational foundation for nursing is based on the fostering of personal well-being and continuing growth through interpersonal interactions. The nursing curriculum needs to be reviewed periodically for differentiation, interpretation, and clarification of values. In order to provide an education that is conducive to recognition of values, the faculty need to be aware of their own values, be able to recognize how their values relate to teaching, student learning, and professional practice, and periodically evaluate how they use values in the process. Teaching by relating values to subject matter, human differences, and practice enables student nurses to recognize and understand their own values as well as the values of other people. These findings have implications for further research, as values of faculty and students are in some ways related to age, specific interests, and educational preparation.
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Fritz, Mackenzie R. "Knowing their values| A phenomenological study examining undergraduate leadership students' values clarification." Thesis, The Florida State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705814.

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This qualitative research study examined how junior-level undergraduate students clarify their values in the environment of a leadership course. Previous research indicated the concept of values clarification is a dynamic process in which people come to understand what they individually view as important in their lives by placing a name or label to what one values (i.e., honesty, love, success, etc.). This process commonly occurs during the traditional college years and is a critical component of the undergraduate experience. A college student clarifying their values is an important first step in the overall values development process. To encourage development, educators must first understand this process. However, there remains an important gap in the current literature regarding how students clarify their values in college, specifically in the context of leadership coursework. Therefore, the purpose of this study was to understand the essence of the students' experience in their values clarification. Utilizing a phenomenological method involving interviews, thematic coding, phenomenological reduction, imaginative variation, and data saturation; primary themes were formed explaining the experience of how students identify their values in college. Data for the study were collected over a semester-long period in the spring of 2012 from junior-level students who were currently enrolled in or had successfully completed a course in an undergraduate Leadership Certificate at a large, Research I institution in the southeastern United States. Findings from this research helped to explain the experience of how junior-level students clarify their values in their collegiate experience and inform the practice of character education and leadership curriculum development in colleges and universities.

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Skeens, Jared L. "Biblical values." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Okoli, Emmanuel Chinyeaka. "Reconciling cultural values through drama education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20798.pdf.

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Catchpoole, Valerie Margaret. "Implementing values education through media studies." Thesis, Queensland University of Technology, 1994.

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This thesis describes a research project which investigated the use of Media Studies in Values Education at a Catholic Primary School in Brisbane. The focus of the study was a nine week unit on "Multiculturalism" which utilised the concepts and strategies of Media Studies and which involved the researcher in actually leading the teaching of the unit to a combined class of 55 students from Years 6 and 7. Teachings for the unit revolved around Construction and Deconstruction activities with particular attention given to the following ethnic groupings: (i) Anglo/Celtic (ii) Aboriginal (iii) Vietnamese (iv) El Salvadorean The study developed around the hypothesis that Media Studies can provide a useful means for teaching Values Education and it investigated the following research questions: 1. To what extent did the children have more positive values about themselves and other ethnic groups at the end of the unit on "Multiculturalism"? 2. To what extent was the Media Studies approach to the teaching of the unit responsible for such changes in values that occurred? 3. How did the techniques of Construction and Deconstruction contribute to the development of more positive attitudes to self and others and the ability to interact more effectively with others? The findings show that Media Studies can, indeed, contribute to the development of core understandings and skills of Values Education as identified by Hill (1991, p. 10) in his "minimum specifications for Values Education in Australia", as follows: "To assist students: (a) to acquire a representative knowledge base concerning the value traditions of groups within contemporary Australian society; (b) to enter with empathy into the perceptions and feelings of people who have been strongly committed to these traditions; ( c) to develop skills of critical and appreciative values appraisal; ( d) to encourage and put into practice skills of decision-making and value negotiation; ( e) to develop a concern for the community and the care of its members. Both quantitative and qualitative research methodologies were used to chart the development of cognitive, affective and volitional aspects of children's values towards themselves and other ethnic groups and to examine the development of their interpersonal skills. The combined findings from the quantitative and qualitative data collected during the study, show that there is a strong case to support the hypothesis that Media Studies can provide a useful means for teaching Values Education in the classroom. The evidence suggests that by the end of the unit, the children who were involved did have more positive attitudes towards themselves and others, and had improved their interpersonal skills. There is also sufficient evidence to conclude that these outcomes were produced, at least to some significant extent, by the use of the concepts and strategies of Media Studies, particularly Construction and Deconstruction. The methodologies included a Pre-Test/Post-Test which involved short written responses, drawings and the completion of a ratings scale, as well as interviews, observations and content analysis of some of the children's video work completed towards the end of the unit. The use of a variety of methodologies to examine the hypothesis provided the multiple perspectives of triangulation and the opportunity to offset the shortcomings of one type of methodology with another which did not have those potential sources of experimental error. For example, the anonymity of the children's responses in the PreTest/Post-Test helped to ensure that the children would feel free to give their honest responses to the questions and provided an opportunity to cross-check responses given in the interviews. The study's findings have important implications for teaching and learning and give rise to a number of interesting questions relating to ways children may be assisted to define and refine their ethical positions. It also highlights the problems of encouraging collaborative behaviours within an essentially, individually-competitive school system; and raises issues with respect to the handling of controversial topics by teachers within schools. Finally, the study suggests the basis for a conceptual framework for using Media Studies to implement Values Education within the classroom and identifies areas for further research.
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Carvallo, Oscar R. "Values in the hidden curriculum : an axiological reproduction /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1375117083.

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Leung, Alvin. "'British values'? 'Chinese values'? : governing and reimagining nation through values-based education policies in Britain and Hong Kong." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/288762.

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This dissertation presents research that is broadly concerned with comparative understanding of the concept of citizenship and its relationship to nationhood, most particularly as it relates to contemporary government policies - what Michel Foucault refers to as 'studies of governmentality' - in Britain and Hong Kong. A major consideration is the assessment of how modern states seek to imbue citizenship with new meanings by mobilising connections to reimagined 'national cultures' and 'national values' as a way of expanding power and limiting access to citizenship. Two cases are selected and examined in this research to elucidate the above concern and consideration. The first is Hong Kong, where a compulsory subject Moral and National Education was proposed in 2012 to cultivate students' positive values and enhance their 'national qualities'. The second is Britain, where all schools and universities since 2015 must by law carry out the Prevent Duty to assess the risk of students becoming terrorists and beginning in 2014 where all schools must actively promote 'fundamental British values'. In both contexts, the education policies and their associated discourses claimed to protect 'our culture', defend 'our values', and promote understanding of 'our nation' Curriculum documents, policy documents, and parliamentary reports related to these education policies are collected and critically analysed in a genealogical approach to reveal (a) the expressions of 'national values' and citizenship in these policy and associated political texts, (b) how these texts and associated discourses influenced the re-imagination of nations, and (c) how the national perspectives expressed ideologically - especially in relation to the narrowing of borders through policies - recast, mediate or alter conceptions of citizenship. The comparative policy landscape in Britain and Hong Kong is assessed by deploying an interdisciplinary framework that addresses nation, citizenship, borders, and governmentality in a unique way. The study of the cases, in return, demonstrates how this framework can be applied to analysing education policies and assessing the rationalities and effects of these policies.
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Bubleit, Gunter. "An idealist approach to values education theory /." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59257.

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In this thesis the writer outlines one form that an evolutionary-developmental paradigm of humankind might take. Beginning with the idealist position than an epistemology must precede an ontology, the author proceeds to describe the view that emerges when the respected authorities of empirical evidence and logic are joined by the eye that gives us a "scientia intuitiva," or a view "sub specie aeternitatis." From such an expanded view, a Wave Model of Consciousness-Being is formulated. The writer examines the implications of this model for values education theory as well as several other related topics.
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Books on the topic "Values Education"

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Mark, Halstead J., and Taylor Monica Jean, eds. Values in education and education in values. London: Falmer Press, 1996.

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Gardner, Roy. Education for Values. London: Taylor & Francis Inc, 2004.

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Zajda, Joseph, and Holger Daun, eds. Global Values Education. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2510-4.

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Joan, Stephenson, ed. Values in education. London: New York, 1998.

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David, Carr. Values and values education: An introduction. St Andrews: Centre for Philosophy and Public Affairs, University of St Andrews, 1993.

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Auton, June. Education in human values. 2nd ed. Ilminster: Human Values Foundation, 2001.

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Joyce, Stephen. Values education resource book. Aylesbury: Ginn in association with the Gordon Cook Foundation, 1994.

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1947-, Ashton Elizabeth, ed. Education, assumptions, and values. London: D. Fulton Publishers, 1995.

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Sacks, Jonathan. Education, values, and religion. St Andrews: Centre for Philosophy and Public Affairs, Univ of St Andrews, 1996.

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Corrigan, Deborah, Cathy Buntting, Angela Fitzgerald, and Alister Jones, eds. Values in Science Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42172-4.

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Book chapters on the topic "Values Education"

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Gross, Zehavit, and Suzanne D. Rutland. "Values Education." In Special Religious Education in Australia and its Value to Contemporary Society, 69–102. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67969-9_4.

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Bérubé, Michael. "Value and Values." In The Humanities, Higher Education, and Academic Freedom, 27–56. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137506122_2.

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Clemmet, Jo. "Tilting values." In Tilting Education, 4–17. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003241546-2.

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Cavas, Bulent. "Values." In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_315-2.

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Cavas, Bulent. "Values." In Encyclopedia of Science Education, 1089–90. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_315.

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Chen, Amy Hildreth. "Values." In Springer Texts in Education, 139–42. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06497-5_11.

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Kretschmann, Rolf. "Values and Value Education in Physical Education." In Fairplay im Sport, 69–82. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21342-8_5.

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Lee, Wing On, and Maria Manzon. "Comparing Values." In Comparative Education Research, 259–83. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05594-7_9.

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Campbell, Lyle. "Foundational values." In A Good Education, 37–51. Abingdon, Oxon : New York, NY, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351270137-6.

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Kogan, Maurice. "Values and affect." In Education Accountability, 94–124. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003304784-7.

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Conference papers on the topic "Values Education"

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Arsenijević, Olja, Marija Lugonjić, and Polona Šprajc. "E-Learning Continuous Medical Education of Health Workers." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.3.

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t Continuing medical education (CME) is the right and obligation of every health worker for continuous professional development and one of the conditions for license renewal. The need for CME arose as a consequence of constant innovations in medicine as a science, as well as the introduction of new technologies in therapy, diagnostics and health care. It is necessary (mandatory) for all health workers, because it provides monitoring and reform of the education and health system according to WHO recommendations. A CME is a set of educational activities that serve to maintain, develop, or increase the knowledge, skills, and professional accomplishments and relationships that a physician and other health care professionals use to provide services to patients, the public, or the profession. The CME system ensures that the latest knowledge and the latest treatment techniques are transferred through additional and continuous form of internal or external training to doctors and medical technicians, and aims to raise the level of expertise and improve the quality of health care in all forms of health care and daily practice. E-learning is a step forward in CME. The aim of this paper is to present the e-learning system of education of medical workers in Serbia, as well as to present the attitudes of health workers about e-learning continuous medical training through empirical research.
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Dhungana, Parbati. "Living Educational Values for Enhancing Self-Educating Strategies for Equitable Education." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1887232.

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Dhungana, Parbati. "Living Educational Values for Enhancing Self-Educating Strategies for Equitable Education." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1887232.

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Wang, Yafei. "Research on Values Education." In 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.307.

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Grigaitė-Bliūmienė, Kristina. "VALUES EDUCATION IN SPORTS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1653.

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Yeung, Shirley Mo Ching. "ESG society with education values: Trust." In Corporate governance: An interdisciplinary outlook. Virtus Interpress, 2023. http://dx.doi.org/10.22495/cgaiop9.

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Through qualitative analysis of visual impacts and sustainable materials with experiential learning of logo design for environmental, social, and governance (ESG) society, the main takeaway of this study is to realise the importance of developing talents with 3 As (Accommodation, Adaptation, Adjustment) mindset with Trust for ESG-related initiatives. Developing a 3 As mindset with pioneer actions to change, accept others’ mistakes, and learn from the mistakes/experiences for developing a stronger power of learning. Besides, we need to think about the triangulation among 3 As and Trust (education values with social and governance) and the use of sustained materials (environmental mindset) in educating the community about the meaning of ESG.
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Sigurdardottir, Ingibjorg. "Developing Consensus About Values and Values Education in Preschool." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430947.

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Gorun, Adrian. "EDUCATION NORMS AND VALUES NOWADAYS." In 13th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2013. http://dx.doi.org/10.5593/sgem2013/be5.v2/s22.008.

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Zuhri, M. Tajudin, M. Tajudin Zuhri, Uus Ruswandi, Agus Sofwan, Asep Mahpudin, and Lili Wahyudi. "Internalizing Values of Character Education." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.2.

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Voronina, H. "Life values in intercultural education." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-119-121.

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Reports on the topic "Values Education"

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Toropov, P. B. RENOVATION OF VALUES IN THE EDUCATION SYSTEM. Ljournal, 2020. http://dx.doi.org/10.18411/2223-2095-2015-5-81-86.

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Alpaydın, Yusuf. EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, December 2020. http://dx.doi.org/10.26414/gt008.

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The first report prepared under the Turkey of the Future project is on education, where our country has long been in a search for stability and methodology. The report aims to realistically study in 2018 what needs to be accomplished when looking forward to 2030 using quantitative and qualitative data. In this context, the study begins by explaining the state of education in the new millennium and the problems experienced from this perspective. The context necessary in resolving the issues and bettering current circumstances has been also emphasized in the purview of the report. Along with these improvements, students’ national and international examination performances are also analyzed. Finally, the developed policies, solution recommendations, and improvements have been presented in 12 points on the vision of the future. In preparing the report, the primary framework has been shaped by the relevant scientific literature, the framework and principal values established by the İLKE Foundation for Science, Culture and Education within the scope of the Turkey of the Future Project, and the educational perspectives of the research team. Besides multidisciplinarity and systems approach, locality and originality have been the two principal values when preparing this report.
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BESTAEVA, E. HISTORICAL AND PHILOSOPHICAL ASPECT OF THE ROLE AND IMPORTANCE OF ETHICS IN THE SYSTEM OF MODERN EDUCATION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-14-18.

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The article examines the issues of ethics in the educational process in the historical and philosophical development. The main attention is focused on the transformations taking place in the field of economics, science and technology, the meaning and significance of education, which is aimed at the formation of a morally oriented personality, is being revised in a new way. The need for ethical knowledge comes to the fore in the modern educational process, which is aimed at the formation of moral values of the younger generation.
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Aiyar, Yamini, Vincy Davis, Gokulnath Govindan, and Taanya Kapoor. Rewriting the Grammar of the Education System: Delhi’s Education Reform (A Tale of Creative Resistance and Creative Disruption). Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/01.

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The study was not designed to undertake an evaluation of the success or failure of reform. Nor was it specifically about the desirability or defects of the policy reform choices. It took these reform choices and the policy context as a given. It is important to note that the Delhi reforms had its share of criticisms (Kumar, 2016; Rampal, 2016). However, our goal was not to comment on whether these were the “right” reforms or have their appropriateness measured in terms of their technical capability. This study sought to understand the pathways through which policy formulations, designed and promoted by committed leaders (the sound and functional head of the flailing state), transmit their ideas and how these are understood, resisted, and adopted on the ground. In essence, this is a study that sought to illuminate the multifaceted challenges of introducing change and transition in low-capacity settings. Its focus was on documenting the process of implementing reforms and the dynamics of resistance, distortion, and acceptance of reform efforts on the ground. The provocative claim that this report makes is that the success and failure, and eventual institutionalisation, of reforms depend fundamentally on how the frontline of the system understands, interprets, and adapts to reform efforts. This, we shall argue, holds the key to upending the status quo of “pilot” burial grounds that characterise many education reform efforts in India. Reforms are never implemented in a vacuum. They inevitably intersect with the belief systems, cultures, values, and norms that shape the education ecosystem. The dynamics of this interaction, the frictions it creates, and reformers’ ability to negotiate these frictions are what ultimately shape outcomes. In the ultimate analysis, we argue that reforming deeply entrenched education systems (and, more broadly, public service delivery systems) is not merely a matter of political will and technical solutions (although both are critical). It is about identifying the points of reform friction in the ecosystem and experimenting with different ways of negotiating these. The narrative presented here does not have any clear answers for what needs to be done right. Instead, it seeks to make visible the intricacies and potential levers of change that tend to be ignored in the rush to “evaluate” reforms and declare success and failure. Moving beyond success to understand the dynamics of change and resistance is the primary contribution of this study.
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Böhm, Franziska, Ingrid Jerve Ramsøy, and Brigitte Suter. Norms and Values in Refugee Resettlement: A Literature Review of Resettlement to the EU. Malmö University, 2021. http://dx.doi.org/10.24834/isbn.9789178771776.

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As a result of the refugee reception crisis in 2015 the advocacy for increasing resettlement numbers in the overall refugee protection framework has gained momentum, as has research on resettlement to the EU. While the UNHCR purports resettlement as a durable solution for the international protection of refugees, resettlement programmes to the European Union are seen as a pillar of the external dimension of the EU’s asylum and migration policies and management. This paper presents and discusses the literature regarding the value transmissions taking place within these programmes. It reviews literature on the European resettlement process – ranging from the selection of refugees to be resettled, the information and training they receive prior to travelling to their new country of residence, their reception upon arrival, their placement and dispersal in the receiving state, as well as programs of private and community sponsorship. The literature shows that even if resettlement can be considered an external dimension of European migration policy, this process does not end at the border. Rather, resettlement entails particular forms of reception, placement and dispersal as well as integration practices that refugees are confronted with once they arrive in their resettlement country. These practices should thus be understood in the context of the resettlement regime as a whole. In this paper we map out where and how values (here understood as ideas about how something should be) and norms (expectations or rules that are socially enforced) are transmitted within this regime. ‘Value transmission’ is here understood in a broad sense, taking into account the values that are directly transmitted through information and education programmes, as well as those informing practices and actors’ decisions. Identifying how norms and values figure in the resettlement regime aid us in further understanding decision making processes, policy making, and the on-the-ground work of practitioners that influence refugees’ lives. An important finding in this literature review is that vulnerability is a central notion in international refugee protection, and even more so in resettlement. Ideas and practices regarding vulnerability are, throughout the resettlement regime, in continuous tension with those of security, integration, and of refugees’ own agency. The literature review and our discussion serve as a point of departure for developing further investigations into the external dimension of value transmission, which in turn can add insights into the role of norms and values in the making and un-making of (external) boundaries/borders.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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8

Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.

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Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with district-level education bureaucracies, schools, and communities in two districts in the state of West Java in Indonesia, this article shows that decentralisation has indeed led to community-responsive policy-development in Indonesia. The district-level education bureaucracies in both districts did appear to prioritise community preferences when choosing to prioritise specific educational reforms from among many introduced by the national government. However, the optimality of these preferences could be questioned. The prioritised policies are reflective of cultural and religious values or immediate employment considerations of the communities in the two districts, rather than being explicitly focused on improving learning outcomes: the urban district prioritised degree completion, while the rural district prioritised moral education. These preferences might appear sub-optimal if the preference is for education bureaucracies to focus directly on improving literacy and numeracy outcomes. Yet, taking into account the socio-economic context of each district, it becomes easy to see the logic dictating these preferences: the communities and the district government officials are consciously prioritising those education policies for which they foresee direct payoffs. Since improving learning outcomes requires long-term commitment, it appears rational to focus on policies promising more immediate gains, especially when they aim, indirectly and implicitly, to improve actual learning outcomes. Thus, more effective community mobilisation campaigns can be developed if the donor agencies funding them recognise that it is not necessarily the lack of information but the nature of the local incentive structures that shapes communities’ expectations of education. Overall, decentralisation is leading to more context-specific educational policy prioritisation in Indonesia, resulting in the possibility of significant district-level variation in outcomes. Further, looking at the school-level variation in each district, the paper shows that public schools ranked as high performing had students from more privileged socio-economic backgrounds and were catering for communities that had more financial resources to support activities in the school, compared with schools ranked as low performing. Thus, there is a gap to bridge within public schools and not just between public and private schools.
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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.
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10

Brehm, Shirley. The Value of Color Systems in Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2153.

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