Values in Education in Northern Ireland,
by Alan Smith and Alison Montgomery

UK ORGANISATIONS

Centre for Alleviating Social Problems through Values Education (CAVE)
aims to enhance the quality of life by intiating practical values education development programmes in schools and youth organisations, publishing research and examples of good practice and lobbying government officials.

Centre for Citizenship Studies in Education
assists schools in implementing citizenship education by providing information, in-service training, and school products. The Centre also generates publications and holds a resource and bibliography database.

Centre for Values Education for Life
aims to advance the education of young people through provision of moral, social, personal and health education through small project groups consisting of disadvantaged 10-18 year olds.

Centre for Religious Education Development and Research (CREDAR)
is based at the School of Education, University of Birmingham. The Centre promotes research and curriculum development in all aspects of religious education, worship and faith development. Studies have been undertaken into primary R.E., the effectiveness of teacher training in R.E. and the evaluation of attainment targets in R.E.

Christian Education Movement (CEM)
promotes research and development in education, in particular Religious Education through publications and professional development.

Citizenship Foundation (The)
"seeks to improve and extend the quality of citizenship, particularly through education." In pursuit of this aim, the Foundation undertakes a variety of activities including research, school competitions, consultancy and training. It has also produced a range of curriculum materials addressing issues such as human rights, consumerism and moral and social development.

Community Education Development Centre (CEDC)
provides training, support, consultancy through the publication and dissemination of resources, projects and curriculum materials on citizenship and community enterprise education.

Gordon Cook Foundation (The)
is a charitable organisation which seeks to promote and advance "all aspects of education which are likely to [further] character development and citizenship". To this end, the Foundation has funded and supported many research and development projects and activities perceived to be within the realm of values education. Such projects have included the preparation and piloting of values education materials for primary schools, investigations into young peoples and parental values, and the role of the media in values education. [A more comprehensive list of projects supported by the Gordon Cook Foundation is listed below]. The Foundation has also supported projects on values or values education in individual schools, conferences, workshops, training courses, and the production of publications and curriculum materials in association with other agencies.

Projects sponsored solely or partly by the Gordon Cook Foundation

Developing a Whole School Values Ethos: A Headteacher's Guide
Developing Teacher Initiatives in Values Education
Guidelines for Headteachers on Whole School Approach to values education
Parent Conceptions of Values and Values Education
Progressing Values Education in England, Wales and Northern Ireland
Research on Values Education (ROVE)
Role of the teacher and the Hidden Curriculum
School Values and Ethos Project
The Philosophy of Values and Values Education
The Role of the Media in Values Education
The Values in Business Education in Schools Project
Transmission of Values in pre-school environment
Values Education: A Resource book based on Reading 360
Values Education: Making a Start (video)
Values Education in the Primary School
Values Education Resource Pack for Trainers in Girl Guides
Values in Children's Personal Reading
Values in Education: an industrial approach
Values in Further Education
Values in Liberal Education and Vocational Training Initiatives
Values in Primary Education
Values in the Playground
Values Education in the Secondary School

Institute for Citizenship Studies (The)
encourages active citizenship by educating children and training adults and clarifying the law. The Institute produces teaching materials and organises seminars, meetings and competitions.

Moral and Social Action Interdisciplinary Colloquium (MOSAIC)
is an international cross-disciplinary colloquium of researchers and practitioners in moral development and education and values issues. Holds an annual workshop conference and provides networking.

Multicultural Education after ERA:Concerns and Challenges for the 1990s
is a project examining the values underpinning the Educational Reform Act 1988 (ERA), in particular issues relating to the realisation of equal opportunities and the translation of multicultural anti-racist policies into practice. Diagnostic and responsive in nature the project sought to establish current concerns among local education authorities and identify possible developmental strategies.

National Association Pastoral Care in Education (NAPCE)
promotes understanding, research and training in pastoral care for schools through publications and national events.

NAVET
is The National Association for Values Education and Training. This body focuses on the understanding and communication of values and their application within education and training. It produces a regular newsletter, NewsValues and publishes series of short papers, entitled the NAVET papers.

Norham Foundation (The)
aims to promote morality in every aspect of community life. It offers training programmes in moral education, counselling, gender and PSE and provides curriculum development in PSE. Action research has also been undertaken into a Just School project which examines possible ways of establishing justice-centred schools. The Schools and Values Project is extending this work, by focusing on school development strategies, addressing training and consultation needs and assessing the outcomes, in terms of effects on school curriculum, climate and curriculum development.

Nuffield Foundation (The)
has recently published curriculum materials on design and technology with opportunities for the exploration of associated values issues. The materials have been devised to allow pupils to approach values in three ways, through:

• an appraisal of real life design and technology issues;
• an analysis of values implicit in their own design and construction tasks and;
• the identification of positive and negative aspects of design and technology using a 'Winners and Losers' strategy.
  

Office for Standards in Education (OFSTED)
undertakes inspections and reviews of school standards. "Spiritual, moral, social and cultural development" (SCSC) has been outlined as one of four statutory elements outlined for inspection in OFSTED's Framework for Inspection (1993) and values have been contextualised within this framework.

RIMSCUE (Centre for Research into Moral, Spiritual and Cultural Understanding and Education)
has undertaken research into areas such as the moral, spiritual and cultural development of children, ethos, the hidden curriculum and values in education.

Scottish Consultative Council for the Curriculum (SCCC)
has indicated a strong commitment to the promotion and development of values in education throughout the curriculum. The council has addressed values in the context of the whole curriculum and produced a range of discussion documents, and resources for the classroom and staffroom.

Scottish Council for Research in Education (SCRE)
is an independent body which conducts and communicates research to support policy-making and practice in Scottish Education. Research projects have addressed school development planning, discipline and Values Education in Primary Schools.

Social Values Research Centre
identifies as its key objective the promotion of informed discussion of social values in relation to contemporary problems. Personal relationships in education, education in a plural society, ethical and social issues have been explored through various publications.

Values Education Council (VEC)
has been established to promote dialogue on values and their "application in education and society", to provide a network to facilitate the exchange of information, to provide a "framework within which council members can work together with those in public policy in education" and to support those involved in the whole field of values education.

Values Education, Consultancy, Training and Organisational Research (VECTOR)
provides information on values education, identifies and disseminated examples of good practice in values education, pursues training and organisational development opportunities and supports a network of interested bodies through the publication of a regular newsletter,

UK PROJECTS

Adolescent Values in Comparative Cultures
is ongoing research work based at the Unversity of Loughborough, which aims to develop an understanding of adolescent values in comparative cultures, (Japanese, Saudi-Arabian, Israeli-Arab).

A Moralist Realist Approach to Moral Education
is an individual research project underway at Westminster College, Oxford. The research is essentially a philosophical inquiry into the possibility of objectivity in moral judgement, looking in particular at theories in moral realism and the role of knowledge and reason in moral education.

Clarifying the distinctive contribution of Christianity to Values Education in the Junior School
is a curriculum development project examining teachers' perceptions, understanding and communication of Christian values. The project intends to provoke teachers' thinking at initial and in-service training about the distinctive elements of Christian values and how they might help pupils to reflect on the contribution of Christian beliefs to values.

Ethos Indicators in Primary and Secondary School Self-evaluation
were developed by the Management of Education Resources (MERU) within HMI in Scotland. A set of twelve ethos indicators was developed which could then be used by schools to evaluate their own effectiveness and quality. The instruments comprised alternative forms of questionnaires for pupils, teachers and parents and interviews for younger children and pupils with special needs. Quite a number of schools have engaged in this process of self-evaluation in Scotland, and then sought ways to integrate indicators instrument within their school development programmes.

Human Rights Education Materials for the Primary School
is a set of cross-curricular materials developed at the Centre for Global Education in York. Specific games and activities are included faciltating a study of human rights at a local and global level.

Just School Project
is part of the work of The Norham Foundation. (See above).

Learning and Teaching Values in Nurseries
is a research project using case studies of staff perceptions and practice, and a photographic analysis of values in nurseries. The work is focused on one Local Education Authority in Scotland.

Personal, Social, Moral and Religious Education in Primary Schools. The impact and implications of the Education Reform Act 1988 and the National Curriculum
is a piece of research which examines these four interconnected areas of the curriculum, providing insights into their place and purpose in the primary curriculum. The nature of the four subject areas, implications and effects of the Education Reform Act and national curriculum, and the inter-connective nature of these subject areas are considered in greater depth.

Programme for Education in Citizenship
is based at the Institute for Education, University of London, this programme aims to promote research, publication and postgraduate study on education for citizenship with values education as a major component.

Role of the teacher and the hidden curriculum
is a research project which identified a two-fold purpose of discovering more about teachers' own opinions on and attitudes to values education and providing them with conceptual and other resources to address some of the basic questions. The work was undertaken through the Moray House Institute, Heriot-Watt University, Edinburgh.

School and Values Project
is undertaken under the auspices of The Norham Foundation. (See above).

The Influence of Catholic Schools on pupil attitudes and religious values
is a research project which aims to examine the religious attitudes and values of Catholic/non Catholic pupils educated in Catholic and non-denominational schools in Scotland. The researchers are based at Trinity College, Dyfed.

Towards an Introduction of the Concept of the Whole Child and Well-being
is a doctoral research project examining the implicit and explicit values, and the concepts of autonomy, creativity and well-being within the presentation of health-related exercise in early years education. An historical, philosophical and sociological examination of treating the whole child is also being undertaken. The project is based at Rolle Faculty of Education in Plymouth.

Understanding Values Education in Primary Schools:
is a research project funded by the Gordon Cook Foundation which aims to explore the values which are implicitly or explicitly taught in Scottish primary schools, to investigate parents, pupils' and teachers' perceptions of values education and to raise awareness about values education.

'Values and Visions'
is part of the Manchester Development Project and has been developed to "encourage spiritual development and global awareness in the primary school". A major aim of the project is to help schools consider ways in which they might develop an understanding of their own shared values and visions through participation in whole school activities.

Values in Liberal Education and Vocational Training Initiatives
has been undertaken in three separate projects. This research addressed the reconcilation of different values inherent in liberal education and vocational training, a criticism of the market values underpinning educational change and a study of the alternative curriculum based on student-centred values, to reconcile academic and vocational tracks.

NORTHERN IRELAND ORGANISATIONS

All Children Together (ACT)
is the pioneering movement for the development of integrated education in Northern Ireland. It offers advice, holds conferences and seminars, undertakes activities to raise awareness and publishes a newsletter - ACTLET.

Community Relations in Schools (CRIS)
provides support for teachers engaged in cross-community contact programmes as part of their work on EMU and Cultural Heritage cross-curricular themes. Amongst other things, it provides advice on planning and resourcing programmes, produces worksheets, organises workshops and supplies extra staff for group activities.

Co-operation North
has as part of its work, the Youth and Education Programme which aims to promote tolerance and understanding between young people from the two traditions within Northern Ireland and between young people in the North and South of Ireland. As well as facilitating an exchange programme in schools as part of its EMU activities, Co-operation North also offers grant aid and training seminars for teachers and Youth workers.

Council for Education and World Citizenship (CEWC)
aims to "build bridges of understanding and co-operation between peoples and nations." Am important aspect of this work is to help young people to become active well-informed citizens. CEWC regularly produces Broadsheets which provides information on topical issues for young people. A major aspect of CEWC work in Northern Ireland is the organisation of Senior and Junior conferences on major European or world issues.

Department of Education for Northern Ireland (DENI)
is responsible for the central administration of education in Northern Ireland. It works in partnership with a number of statutory bodies including the five Education and Library Boards, CCMS and NICCEA. In its publication A Strategic Analysis under the heading of the aims of the education service, reference is made to the "development of appropriate values and attitudes in school life" and to aim that "young people...develop the... attitudes and values and motivation they need for their personal and social fulfilment.

Education and Library Boards (ELBs)
Each of the five Education and Library Boards have advisory staff with specific remits for value related areas of the curriculum - EMU, Cultural Heritage, Whole School Issues, R.E., P.S.E and School Management.

Forum on Community Understanding and Schools (FOCUS)
is an informal network of over 30 organisations and individuals working in the area of EMU and Cultural Heritage in schools in Northern Ireland. The group meets to discuss matters of concern and to offer mutual support in this aspect of education.

Northern Ireland Council for Integrated Education (NICIE)
was established to support those wishing to set up integrated schools and those integrated schools already in existence. The integrated ethos constitutes a 60/40 balance in pupils, staff and governance, an all-ability pupil community and a child-centred curriculum, with the aim of maximising the potential of all children in their educational and social development.

Northern Ireland Council for the Curriculum, Examinations and Assessment (NICCEA)
has a number of responsibilities in its remit. These are to:- keep under review all aspects of the curriculum, examinations and assessment for grant-aided schools; to advise DENI on matters concerned with the curriculum, examinations and assessment; to publish and distribute information and to conduct statutory consultations on proposals relating to legislation issues involving the curriculum, examinations and assessment; and to conduct examinations and assessments. During the five years approaching the year 2000, there is to be a review of the relevance and appropriacy of the curriculum. The 'Values in Education' project was perceived as an essential part of NICCEA's work in informing and guiding policy and decision-making through this period.

Peace and Reconciliation Inter-Schools Movement (PRISM)
aims to break down geographical, denominational and social barriers by providing opportunities for young people to meet and discuss local controversial and divisive issues. The group organises meetings, drama workshops and residentials.

Ulster Folk and Transport Museum
offers teachers opportunities to allow pupils to participate in residential programmes and to engage in practical educational activities relating to EMU and Cultural Heritage. As well as exploring aspects of local history, the programmes promote positive cross community contact.

PROJECTS

School Bullying Project
is an initiative developed in the North Eastern Education and Library Board as part of its policy on bullying. Workshops and seminars were held, giving guidance on the development of whole school response to bullying. Particular attention was paid to the creation of a positive and accepting school ethos where all children were valued and made aware of their value. Photocopiable resource materials were also made available. Schools involved commented that the sessions were interesting and productive and feedback from pupils was also favourable.

CCMS Whole School Guidance
contains a series of guidelines on the preparation and development of a whole school curriculum policy and school development planning.

Churches Peace Education Programme
was developed under the auspices of the Irish Council of Churches and the Irish Commission for Justice and Peace. The programme has three main features; the production of educational materials, work with teachers, parents, church educators and others to promote education for understanding and peace; and the promotion and dissemination of resources. This has been undertaken through the Peace Education Resources Centre.

Cross Community Contact Scheme
provides funds for projects initiated between two or more schools, where the participants are mixed on a cross-community basis within the ratio 60:40/40:60 and the project involves new contacts or the development of existing ones. Projects are also expected to be ongoing, systematic, purposeful and genuinely collaborative.

Dimensions of the Curriculum
was a review exercise undertaken by the Northern Ireland Curriculum Council (NICC) of the physical, cultural, moral, spiritual, intellectual and emotional dimensions of the curriculum. Each area of study was explored through the four Key Stages. Evidence of the developmental dimensions highlighted and concrete examples were cited from the programmes of study.

EMU Programmes and Courses
In-service training for EMU and Cultural Heritage is available through the five Education and Library Boards in association with the Regional Training Unit (RTU). The universities also offer modules on EMU as part of the Diploma in Advanced Education (DASE) and the Postgraduate Diploma in Education.

Environment Projects and Programmes
have been undertaken by Advisors with Education and Library boards and by a variety of other voluntary bodies, (some of whom are part of FOCUS; Ulster Wildlife Trust, Speedwell Project, Kilcranny Farm and Slieve Gullion Centre). Activities have centred around raising children and young people's awareness of the values associated with school, community and global environments, and encouraging their participation in a range of curricular and extra-curricular activities.

School Evaluation (WELB)
consists of a number of schools in the Western Education and Library Board who have participated in courses and/or undertaken some form of school evaluation. Some schools participated in the 'Ethos Indicators' Course (entitled School Self -Evaluation for Development Planning) and/or implemented the 'Ethos Indicators evaluative programme. Several schools undertook an evaluation with the support of the DENI Inspectorate and others developed their own assessment criteria.

European Studies Project
consists of interlinked programmes for pupils aged 11-18 years, which contribute to the wider dimensions of EMU. Schools can undertake studies into national and international issues using E-mail exchanges, mini company activities, established links with business and commerce and study packs.

Pastoral Issues Courses
have been offered through the Educational and Library Boards and the Regional Training Unit. Summer courses were offered in 'Managing the Pastoral Dimension' at primary and post-primary levels. Participants were presented with a selection of approaches for formulating and implementing pastoral care throughout the school. Materials produced by NAPCE were also provided.

'Peer Mediation' Programme (The)
aims to promote children's understanding and management of conflict and to encourage and empower them to deal with their own arguments and disagreements. A training process has been established in a number of primary schools in the WELB, giving P7 pupils the opportunity to explore conflict and mediation through a series of workshops. "Elected" mediators have then gone to mediate occurrences of conflict between fellow pupils in the playground and school environment.

Quaker Peace Education Project
was established in 1988 as an action based research project, promoting peace education in schools through a variety of events and activities in collaboration with teachers. This is accompanied by ongoing research into identifying and developing strategies for possible use in peace education. Development work has also been undertaken in selected secondary schools in the WELB. Attempts have been made to improve the quality of relationships between staff and pupils through the provision of a supportive environment and the facilitation of opportunities for positive contact.

'Speak Your Piece' Project
is a research and development project concerned with the teaching of controversial issues in schools. A series of five magazine-type programmes titled Off the Walls has been produced by UTV/Channel 4 Schools. These highlight various controversial issues including identity, politics, religion and culture and aim to raise the level of debate and understanding amongst 14-17 year olds. The project has focused on piloting these programmes with groups of teachers and youth workers and the production of support materials.

Learning Support Initiatives (WELB)
is a curriculum support project involving WELB advisors and centring on the development and use of curricular materials with pupils requiring some form of learning support. The project acknowledges the "special" needs of all individuals and advocates the affirmation of all pupils.

Traveller Project
is being undertaken by three of the Education and Library Boards who have appointed liaison teachers to deal exclusively with traveller children's education. Their remit is to liaise and consult with and provide support for the traveller community, schools, and the department and to disseminate appropriate information to the relevant agencies. One dimension of this work has been to research and disseminate traveller culture and values in order to provide appropriate teacher training and suitable curriculum materials and to encourage greater understanding and tolerance in the wider educational community.

'The Developing School'
was introduced in the WELB in September 1995. This project is undertaken within the 'Raising School Standards Initiative' and involves around 20 primary and post-primary schools, invited to participate by DENI. One of the main intentions of the project is to encourage staff to formulate an action plan for their schools and following approval of this plan to provide funding and practical support for its implementation.

'The EMU Promoting School' Project
aims to promote peer mediation in schools throughout Northern Ireland and assist schools in developing EMU at the heart of the school ethos. Participating schools are encouraged to develop whole school programmes and in-service training is offered to teachers.

The Northern Ireland Curriculum Cohort Study
was commissioned by NICCEA to examine pupils' experiences of the curriculum in terms of its coherence, appropriateness and totality. The pilot phase has recently been completed, revealing some interesting findings regarding the understanding and perception of values in and across the formal curriculum.

'The Strabane Initiative'
is a multilateral project based in Strabane. It has been initiated to address areas of locally identified need in the community and aims to examine all phases of educational provision from pre-school to further education with the involvement of parents, teachers, pupils and various statutory and voluntary agencies.