purpose of values education in schools today
Values are core traits and qualities that represent an individual’s beliefs and guiding principles, which form the foundation of who we are. Values of people in society differ from one another due to the culture, upbringing, religious beliefs and many other experiences that shape each and every human being. Primarily, values are fundamentally taught at a young age, these values are predominantly learnt from family and friends, the community and through education. Therefore, schools and teachers have the opportunity to input into children positive and worthwhile values, to help build and strengthen personal and social skills and responsibilities. (Chilana, Dewan 1998, p 65) This paper outlines key aspects about core values in education today. Values can be looked upon and read in many different ways and can interpret many different meanings to an individual. This then can be seen as a global issue towards the teaching and learning styles of each teacher. Issues and key ideas are addressed from local, national and international examples of values framework in order to come to a conclusion as to what is a balanced way of teaching values education in schools today.
Theodore Roosevelt was the 26th President of the United Sates who once said, “To educate a man in mind and not in morals is to educate a menace to society.”(National Framework for Values Education in Australian Schools, 2005 p. 1) In believing in this statement, wouldn’t it be true to say that values should be the driving force in shaping the curriculum. The Curriculum Framework for Kindergarten to Year 12 Education in Western Australia states, “In recognition that values underpin and shape the curriculum, the Curriculum Council has determined that core shared values should be explicitly articulated within the Curriculum Framework.” (Curriculum Council of WA, 1998, P. 324) The Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) supports values education and “acknowledges that education is as much about building character as it is about equipping students with specific skills.” I would like to point out in the acknowledgment that MCEETYA acknowledges that education is as much about building character, ‘as much’ is then lead to believe that values, morals and character building is an essential ingredient in the developmental and educational needs of a student.
The purpose then of values education in schools today is to provide students with a foundational understanding of what is right and wrong reflecting on this personally and or culturally seen throughout each learning area and therefore throughout the curriculum. The universal problem, however, that commonly arises with vales education is the selection of what values are the correct values to be taught, reinforced or not noted as of high priority. We will begin by analysing the Australian Values now currently taught in education and discuss what differences and points of agreements can be seen with a haphazard selection of 2 values.
In 2005 endorsed by MCEETYA, nine values were nominated for the Values Education in Australian Schools. These values include; 1. Care and compassion: Care for self and others
2. Doing your best: Seek to accomplish something worthy and admirable, try hard, pursue excellence 3. Fair go: Pursue and protect the common good where all people are treated fairly for a just society 4. Freedom: Enjoy all the rights and privileges of Australian citizenship, free from unnecessary interference or control, and stand up for the rights of others 5. Honesty and trustworthiness: Be honest, sincere and seek the truth 6. Integrity: Act in accordance with principles of moral and ethical conduct, and ensure consistency between words and deeds 7. Respect: Treat others with consideration and regard, and respect another person’s point of view 8. Responsibility: Be accountable for one’s own actions, resolve.
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One of the most significant issues raised in public education in recent years is the radical difference that exists in funding levels between wealth and poor school districts (Zuckman 749). Many states have allotted educational funding related to tax revenues, and this has determined a higher level of educational spending in wealthy neighborhoods and a much lower level of spending for inner-city poor and rural poor communities (Zuckman 749). Because of this focus, a number of states have considered and implemented plans for the equalization of school funding, but this has not come without considerable opposition (Zuckman 749). Though individuals in low-income neighborhoods areas have defined this equalization as a positive process for improving urban schools, wealthier suburban populations have complained that this will take away funding necessary to maintain programs that are already in place (Zuckman 749).
In class, we have argued that the differences in these educational settings have had a direct impact on the outcomes for students. Because a positive educational setting is a direct indicator of the capacity of a person to develop into a productive citizen, it has been determined that only with sufficient funding can public schools offer the educational process necessary to determine positive outcomes. Funding for elementary schools and public schools in general, is shifting from the federal level, to the state, county and city level, resulting in a need to consider the process by which funds are directed and integrated into public education.
The complications with this shift in funding are defined as: "A fundamental trade-off between equity and efficiency objectives in the provision of public education [that] underlies the political tensions inherent in altering school funding responsibilities" (Duncombe and Johnston 145). Unfortunately, money determines political action in America, and politicians fight hard at both the local and national level for the increasingly scarce education dollars. Unfortunately, poverty seems to be breed societal problems, and the children and public schools of these poor districts need this education funding in order to break this cycle of poverty and societal problems.
In order to understand the basic social issues that stem from this perspective, it is necessary to consider the foundations of education and the need for an integrated view of the social structure of schools to find a direction for change. According to Griffith (53), the most important relationships within the educational design are "relations among school structure, school population composition, parent involvement, and parent perceptions of school safety, school climate, the school facility, the helpfulness of school staff, the academic instruction, teacher-student relationships, and student recognition" (53). As a result, the call for change requires acknowledgment of the basic perceptions of a variety of individuals in order to reflect the greatest complicity in implementing possible funding or educational changes. Political influences have struggled to find a means of providing equity and adequacy in their educational settings, a process that has determined the need for effective school funding formulas to reduce the level of inequity between low-income and wealthy school districts.
Often in poor areas, schools do not get as much money per student as in areas that are more affluent because funding is based on the area's tax base. Simply put, because poor residents pay less in taxes because of their lower incomes, they get less in social services, including the social service that is public education. Socioeconomically disadvantaged students and those who come from school districts of lower income status populations, struggle for financial equity in the education. A number of schools allocate additional education funding based on taxpayer dollars by regions, additional financial support often encourages the discrepancies between school programs in relatively poor neighborhoods, towns or cities when compared to their wealthier counterparts.
Kozol, in New York in the Bronx's school district 10, illustrates an example of inequality due to political influences. Kozol describes the Riverdale section of District 10 as white and upper middle class, whereas, other areas in this district are non-white and very poor. Kozol portrays many differences between these schools such as overcrowding, lack of textbooks, inadequate staff and crumbling buildings. He reports that these problems do not exist in the Riverdale section and comments on how the superintendent of District 10 is influenced by the Riverdale section and comments on how the superintendent of District 10 is influenced by the Riverdale section. "Local board decided to give each elementary school an equal number of computers, even thought the schools in Riverdale had smaller classes and far fewer students" (Kozol 84) Kozol makes it evident that politics plays an important role in how schools are funded and how money is not often spent equally between the suburban and urban schools. It also becomes apparent that poor children have little choice in the types of classes they attend and that their future is dependent upon government policies.
It has been recognized that the quality of education and the level of interactive structure that encourages educational achievement is often linked to educational perspectives, and that limited education dollars often sparks debate regarding the educational focus of the community. This is mentioned because a number of studies have suggested that improvements in student outcomes can often be improved through the application of instructional
Submitted by OrAnOr on Sun, 09/27/2015 - 06:25
We are living in a new era of our society where everything is so different from the past due to the impact of technology and social progress. And education is also among the things that have been changed in term of quality and quantity. And some people point out that parents today are more involved in their children's education. Personally speaking, I disagree with this statement and I will elaborate my reasons in this essay.
First of all, due to the past pace of contemporary society, adults, such as our parents, are much more busier than before. A person with a job typically has to spend a great part of his daytime working, leaving only a relatively small fraction of time to be managed himself. What's more, after a day of work, he may have to handle some other issues apart from his children's education, such as hanging out with his friends or shopping with his wife. Because of all these things, parents today can't focus as much efforts as before to play a more important role in their children's study. For example. My father is an hardworking businessman. Although he wants to pay more attention to my education. but he simply can't because he need to invest a lot of time on making money so that our family will be able to live a better life.
Secondly, the materials that are taught in schools are much more complicated than before, which means parents can't help much with the homework of their children. After leaving schools for such long time, parents may be able to handle some problems of the homework from primary school, but as their children grow up the problem are getting harder every year. For instance, I used to ask my parents for help when I ran into trouble with my homework, especially math. At first they were able to help me out when I was in primary school. Then after I go to high school, asking them for help is impossible because they have forgotten the knowledge almost completely.
In a nutshell, because people are busier than before and the materials of the schools are getting harder, parents today are less involved in their children's education.
are much more busier than
are much more busy than
are much busier than
Although he wants to pay more attention to my education. but he simply can't
Description: don't put 'although' 'but' in one sentence.
for such long time,
for such a long time,
Duplicated content between the argument and the example, look:
Secondly, the materials that are taught in schools are much more complicated than before, which means parents can't help much with the homework of their children. After leaving schools for such long time, parents may be able to handle some problems of the homework from primary school, but as their children grow up the problem are getting harder every year.
For instance, I used to ask my parents for help when I ran into trouble with my homework, especially math. At first they were able to help me out when I was in primary school. Then after I go to high school, asking them for help is impossible because they have forgotten the knowledge almost completely.
You may remove the example from 'For instance. ', and put more arguments. The second paragraph has his issue too.
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