Detailed Course Contents

Time allocation: 48 hours face-to-face plus study and assignment time

Unit (1) – An Introduction to Education in Human Values (Coordinator Roger)

Outcome: On completion, the learner will be able to describe the need for and essential aspects of Sathya Sai Education in Human Values,(EHV), and be able to explain how this could be applied to their a nominated context of interest.

Time allocation: 16 hours face-to-face plus study and assignment time

Lessons:

1. Global challenges and need for values education. (Roger)

Output: Be able to describe the global challenges particularly relating to a context of interest, and the role education might play in improving these: what might be potential barriers to EHV adoption in a particular context of interest.?

2. Educare and EHV – an introduction, including history and aspirations, and founder Sathya Sai Baba (Margaret)

Output: Be able to describe the key features of Educare and EHV in relation to a context of interest

3. Values education – need and nature. (Roger)

Output: Discuss what is meant by Head, heart and hand, and what the learner’s understanding is  of the role, history and current practice of values education as applied to a context of interest Be able to discuss why values education is not more prominent in education.

4. Character Education (Roger)

Output: An understanding of the role, history and current practice of Character education as applied to a context of interest.

5. Integral education (Margaret)

Output: Be able to discuss how to combine different aspects of education – the five domains of Physical, cognitive, mental, emotional, and spiritual - within a context of interest: need for a whole-of-context (eg school or community group) approach  

Unit (2) – Deepened understanding of EHV (Coordinator Margaret)

Outcome: On completion, the learner will be able to draw on the full range of EHV concepts and practices to design both a direct and indirect EHV lesson or other input appropriate to their context of interest

Time allocation: 16 hours face-to-face plus study and assignment time

Lessons:

1. Human values and The Language of Values (Roger)

Output: Be able to discuss in detail the concepts of the five human values and the situational values associated with each one, and the need for a language of values.

2. Teaching EHV – the Direct method (Margaret)

Output: Have a knowledge of and be able to use the teaching techniques associated with EHV relevant to different age groups, and related to a context of interest

3. Lesson planning for values education (Soroo and Durga))

Output: Be able to design and present a direct method EHV lesson or similar input relevant to a nominated age group, based on a particular situational value or value-theme for a context of interest 

4. The indirect method of teaching Values - Use WATCH as an example.as well as lessons in or other inputs for mainstream subject or topics (Margaret)

Output: Be able to design and present an EHV input or lesson for a context of interest. 

5. Unity in Diversity (Lakshmi)

Output: Be able to outline the concept of ‘unity in diversity’, including key beliefs of each of the major faiths, to elaborate the commonality between them - Human values from the perspective of these faiths - and to discuss how this might apply to the learner’s context of interest.

Unit (3) – Learning (Coordinator Roger)

Outcome: On completion, be able to design a learning approach for a programme, appropriate to the people within a context of interest, while also being able to explain why such an approach was selected. 

Time allocation: 16 hours face-to-face plus study and assignment time

Lessons:

1. Learning – theories and styles and their relationship to values formation (Roger)

Output: Be able to discuss your own learning style and how this affects your acquisition and practice of human values, and how you could use this understanding in a context of interest

2. Adult learning and generic competencies (Roger or new person?)

Output: 

• Be able to use the main concepts of adult learning for programme planning in a context of interest.

• Identify the human values principles inherent in key generic competencies, such as leadership, critical thinking, problem solving, teamwork, time management, and suggest how these can be used in your context of interest.

3. Facilitation and Group work (Jenny and Kevin)

Output: Be able to facilitate learning in a group using best practice as appropriate to your context of interest, including:

• Effective reflective questioning

• Managing groups

• Setting tasks that encourage group inter-dependence, participation, shared leadership, teamwork skills and, acceptance of all group members

• Design of a workshop using best practice that is appropriate to your context of interest.

4. Development stages of learning and values formation (Roger)

Output: 

• Demonstrate how an understanding of the developmental stages of values formation can influence your approach to learning with the people in your context of interest

• Describe developmentally appropriate activities for values formation for different age groups   (May need to move to ensure teachers cover values development)

5. Learning Transformation, Assessment, and evaluation (Margaret)

Output: Be able to:

• Identify key elements of transformative learning, and how you would know if this has occurred for people within your context of interest.

• Set aims and objectives for EHV lessons/activities

• Establish criteria for evaluating transformation that has occurred

• Select most suitable methods for collecting evaluation data

• Establish a proposal for evaluating the project you are developing for a context of interest, and how and why you would assess the achievements of the people participating in your project.

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Module 2 – Intermediate Level

Time allocation: 48 hours face-to-face plus study and assignment time

Unit (1) – The Science and philosophy supporting EHV (Coordinator Kevin)

Outcome: On completion, the learner will understand the science and philosophy that supports EHV and be able to demonstrate how such understanding could support their approach to developing an EHV programme for a particular context of interest.

Time allocation: 16 hours face-to-face plus study and assignment time

Lessons:

1. Worldviews – aiding understanding and harmony. (Roger)

Output: Demonstrate an awareness of the concept and features of a worldview, the nature of different worldviews people hold, their own personal worldview, and how this might affect their approach to learning, working with other, and achieving good outcomes in a context of interest

2. Brain structure and function and Models of the mind - in respect to consciousness, learning, values and teaching EHV (Roger or perhaps a psychologist))

Output: Discuss the current understanding of brain and mind science as it relates to education and EHV, and how these might influence their approach to EHV programme implementation in a context of interest

3. Positive psychology, Mindfulness and Flow  (Kevin)

Module 3 – Final Requirements (Coordinator Siva)

Time allocation: (The guidelines allow 36 days [6hrs per day] including contact time, field work and assignments. (That is 216hrs, this would seem excessive to me, each other module allows 48hrs.)