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: 9 June 2025

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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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CRAIOVAN, Ion, and Bogdan CUZA. "Education system and legal values." Revista Națională de Drept 228-230, no. 10-12 (December 15, 2019): 8–15. https://doi.org/10.5281/zenodo.3742800.

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The systemic perspective on the educational phenomenon reveals, among others, its complexity and interactions as a social process of formation, development and social integration of the human personality, of transmitting the social experience and of the culture of formation of the capacities and abilities of the individuals, of social innovation. Cardinal landmarks of general systems theory have an important methodological role in the study, understanding and scientific design of education. The philosophy of education integrates the component of the systemic approach, but it is not limited to this, exploring the holistic and metatheoretical aspects. It reveals that, a structural dimension is also the axiological dimension, of integration in education of social values. The law, which includes: legal truth, freedom, justice, legal security, public good, evokes so many constitutive values of educational systems in democratic countries. The concentrated expression of this system, its paradigm could be the human dignity that represents a major educational objective. Therefore the integration and promotion of legal values in the educational system, represents an educational purpose of the most important.
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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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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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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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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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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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<p> 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. </p><p> 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. </p><p> 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&rsquo;s application of the theory in education suggested ramifications for decision-making, job satisfaction, and professional success. </p><p> 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 d&eacute;cor. Recommendations were posited for &ldquo;match&rdquo; 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.</p><p>
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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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<p> 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.</p>
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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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B, Dubbeldam L. F., ed. Values and value education. The Hague: Centre for the Study of Education in Developing Countries, 1995.

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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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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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Thomas, Magnell, and Conference on Value Inquiry (21st : 1993 : Drew University), eds. Values and education. Amsterdam: Rodopi, 1998.

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

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

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Jo, Cairns, Lawton Denis, and Gardner Roy, eds. Values, culture and education. London: Kogan Page, 2001.

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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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Hawkes, Neil. "Values-based Education." In Second International Research Handbook on Values Education and Student Wellbeing, 397–411. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24420-9_21.

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Conference papers on the topic "Values Education"

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DRUGUȘ, Olga. "Multidisciplinary teams in inclusive education." In "Higher education: traditions, values, perspectives", international scientific conference, 97–102. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p97-102.

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Inclusive education is an essential model in ensuring equal access to education for all students, regardless of their special needs or the barriers they may encounter. In this context, the multidisciplinary team has a crucial role in identifying, planning and implementing educational strategies to support the inclusion process. This article explores the multidisciplinary team structure and the importance of collaboration between professionals from different fields for the success of an inclusive education system.
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GASNAŞ, Ala. "Methods of integrating IA in STEAM education." In "Higher education: traditions, values, perspectives", international scientific conference, 336–41. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p336-341.

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Artificial intelligence is increasingly present in various aspects of our lives, including education. These technologies bring numerous benefits and opportunities to optimize activities and tasks within the educational process. This article explores how AI technologies can be integrated into STEAM based activities and how they can enhance personalization, accessibility, and interactivity in education.
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SHAPRAN, Oleksii. "Implementation of "Flipped learning" technology in higher education work practice." In "Higher education: traditions, values, perspectives", international scientific conference, 355–58. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p355-358.

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Flipped learning is an innovative educational model gaining traction in higher education, promoting active student engagement through a blend of independent and interactive learning. Originating from Sal Khan’s educational videos and refined by J. Bergmann and A. Sams, this approach shifts theoretical content to self-paced, at-home study via video lectures, enabling classroom time for discussions, practical activities, and skill application. This model enhances student motivation, critical thinking, and adaptability while addressing challenges like teacher preparation and student unfamiliarity. By integrating technology and interactive phases, flipped learning fosters personalized learning, collaborative environments, and improved educational outcomes in higher education.
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RACU, Aurelia, and Natalia (MUNTEANU) BOLOGAN. "Historical dimensions in the context of social inclusion." In "Higher education: traditions, values, perspectives", international scientific conference, 165–70. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p165-170.

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Under the acceleration, democratization and globalization of the modern world, more and more attention is being paid to the problem of social inclusion of individuals, which is one of the main issues in sociology. The article presents the periodization of the formation and development of inclusive education of typical children and children with special educational needs. The factors influencing the success of inclusive education are highlighted and the prospects of development of this educational phenomenon are analyzed.
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TOPOR, Gabriela. "The training of Russian language and literature teachers at the current stage in the Republic of Moldova." In "Higher education: traditions, values, perspectives", international scientific conference, 292–96. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p292-296.

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The article explores the specifics of training philology students at the present stage within the framework of the European Higher Education Area. The experience of the Faculty of Philology and History of the Ion Creangă State Pedagogical University of Chisinau is considered. The author identifies the positive aspects of higher education reform (implementation of student-centered learning and teaching; use of active and interactive forms of conducting classes, including discussions, business games, analysis of specific situations, trainings, project method; rethinking of current and final assessment forms, etc.). At the same time, the main challenges (difficulties) in ensuring quality in education and research were formulated (high teaching workload; limited opportunities for academic mobility among faculty and students specializing in Russian language and literature; simplification of educational programs due to a reduction in the number of subjects per semester, etc.). The article gives special attention to revealing the connection with graduates, after the completion of their studies, and with employers, in this case, school principals. Forms of cooperation are diverse: regular surveys of educational institution managers are conducted, round tables are held, they are invited as members of examination boards, they are provided with educational and programmatic documentation for expert evaluation, and joint events with students and pupils are held. The author concludes that only by uniting the efforts of all participants in the educational process can the challenges faced by the higher education institutions of the Republic of Moldova be addressed.
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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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SHAPRAN, Olha. "Modern peculiarities of professional training of future specialists in Swiss universities." In "Higher education: traditions, values, perspectives", international scientific conference, 41–46. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p41-46.

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In the 21st century, higher education is pivotal for national well-being and global competitiveness. Switzerland exemplifies excellence in this field through its decentralized, multilingual, and quality-driven education system. Governed by cantonal sovereignty and coordinated by the Swiss Council of Cantonal Directors of Education (EDK), it balances regional autonomy with national standards. Swiss universities, spanning traditional institutions, applied sciences, and teacher education, are renowned for integrating innovation, research, and practical learning. The Swiss Agency for Accreditation ensures quality, with institutions like ETH Zurich and EPFL consistently ranking globally. The system emphasizes accessibility, multilingualism, and international collaboration, attracting students worldwide. Higher professional education, often privately funded, complements state-funded academic programs, catering to diverse needs. By fostering quality education, research, and innovation, Swiss higher education drives economic and societal advancement, offering a model for global educational development.
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NEGRILĂ, Adriana-Elena. "The inclusion of students with special educational needs in mainstream education." In "Higher education: traditions, values, perspectives", international scientific conference, 137–41. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p137-141.

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The inclusion of students with Special Educational Needs in mainstream education is a challenge that requires coordinated efforts from the entire educational system, as well as from society as a whole. The benefits of this approach, in terms of the personal and social development of students with SEN, as well as their peers, are undeniable. With adequate resources, continuous training, and an openness to diversity, Romania can build a truly inclusive educational system where every child has the chance to reach their full potential.
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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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Cornelio, Glenndale J. A national values education agenda: The key to reform in the Philippines. East Asia Forum, May 2010. http://dx.doi.org/10.59425/eabc.1273802665.

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Chong, Alberto E., and Mark Gradstein. Education and Democratic Preferences. Inter-American Development Bank, June 2009. http://dx.doi.org/10.18235/0010914.

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This paper examines the causal link between education and democracy. Motivated by a model whereby educated individuals are in a better position to assess the effects of public policies and hence favor democracy where their opinions matter, the empirical analysis uses World Values Surveys to study the link between education and democratic attitudes. Controlling for a variety of characteristics, the paper finds that higher education levels tend to result in rodemocracy views. These results hold across countries with different levels of democracy, thus rejecting the hypothesis that indoctrination through education is an effective tool in non-democratic countries.
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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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Green, Crystal, Fares Georges Khalil, Laren Ziegler, and Ariunkhishig Gonchigdorj. The Resource Portfolio: Maximising Investments in Education Innovation. HundrED, September 2024. http://dx.doi.org/10.58261/omys3131.

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In this report, we propose resourcing the implementation of innovations at scale through a more holistic approach to how people share and regenerate the energy to enact innovation and sustain quality education. This approach has significant implications for how public and private funders of education might rethink their strategies for resourcing change, particularly by recognizing the diverse types of resources required to support meaningful transformation. We propose five types of resources that, when employed in combination, can sustain the implementation of education innovations at scale: financial, material, social, values, and time resources. Next, we examine ten cases to develop a deeper understanding of how implementation is being resourced when innovations are reaching scale. We specifically look at what drove the innovators to develop their innovation, or their ‘call to action’; who and what resources helped them on their scaling journey; and where they are headed next to secure resources for a sustainable future. We also highlight how the resource categories outlined above (financial, material, social, values, time) show up in the experiences of the innovators. Expanding the notion of resources beyond tangible assets, such as capital, is essential for fostering creativity and innovation. Elements like play, empathy, and the joy of nature are often undervalued, but they contribute significantly to the generative process. Moving forward, further research is needed to explore innovative financing mechanisms for smaller organisations, enhance teacher professional development, and better utilise evidence in decision-making. To sustain education innovations at scale, we must recognise and integrate diverse resources, both tangible and intangible, while fostering flexible funding mechanisms. A holistic approach, combining financial support with investments in people, values, and time, is essential for creating meaningful and lasting education transformation.
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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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Iurasova, Olga, Larysa Ivashko, Oleksandr Maksymov, and Julia Maksymova. Impact of Return on Education on Economic Growth in EU Countries. Vilnius Business College, December 2024. https://doi.org/10.57005/ab.2024.2.6.

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The objective of this article is to assess the impact of returns on the education and professional skills of workers on economic growth in EU countries. Based on open data, two principal components were formed to identify the aggregated influence of selected indicators on GDP growth. These principal components allow for the evaluation of the degree of influence of education and professional skills of workers on GDP growth for each country. Countries were clustered according to the degree of influence of the obtained principal components on the level of economic development using the k-means method. As a result, 20 EU countries were divided into three clusters. The first cluster consists of developed countries with a high share of innovations. The sec-ond cluster includes developed countries with a lower share of innovations than the first cluster and moderate values of the return on education. The third cluster includes countries with a large share of non-innovative sec-tors. Subsequently, a regression model was constructed to analyse the influence of each component on GDP growth. Based on the comparison of coefficient values, it was concluded that the increase in the relationship between the level of education and GDP growth in EU countries is observed with the increase in the innovative and technological components of the economy.
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Simmonds, Philippa, and Clare Lally. Green skills in education and employment. Parliamentary Office of Science and Technology, January 2024. http://dx.doi.org/10.58248/pn711.

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Green skills can be defined as “the knowledge, abilities, values and attitudes needed to live in, develop and support a society which reduces the impact of human activity on the environment”. Several definitions exist, with some being focused on technical skills for jobs that play a major role in reaching net zero greenhouse gas emissions by 2050 (for example, heat pump installation). Other definitions are broader, and include enabling skills and attitudes, such as public engagement and systems thinking. The lack of a consistent definition can make it challenging to analyse the supply and demand for different skills in the UK workforce. Evidence suggests that developing green skills will be achieved mainly by upskilling the current workforce, but all components of the education system will play a role in increasing skills and raising awareness of green career paths. The vocational education pathway will be particularly important. There is low public awareness of green skills and green career paths, and commentators propose that this could be improved through public engagement and improved careers advice in schools and further education colleges. Sectors such as power generation, construction, waste and resources are likely to see growth and a significant update in skills as part of the net zero transition. These sectors also tend to have an ageing workforce with a substantial proportion approaching retirement. Stakeholders propose that improving diversity in key sectors may help to mitigate green skills shortages. Other challenges include regional variation in demand for and access to green skills development, and shifting policy priorities leading to a lack of investment in training by employers. Training has also seen an overall reduction in investment in training by both the UK Government and employers. Stakeholders have advocated that green skills development could align with levelling up ambitions. There is strong consensus that policy certainty from government would support private sector investment in green technologies, demand for green skills, and provision of green skills training.
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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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