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close this bookA Sense of Belonging - Guidelines for Values for the Humanistic and International Dimension of Education (CIDREE - UNESCO, 1983, 31 p.)
View the document(introduction...)
View the documentForeword
View the documentIntroduction
View the document1. Purposes of the Document
View the document2. The Nature of a Changing Society
View the document3. Educational Implications
View the document4. Values, Society and Schooling
View the document5. The International Dimension
View the document6. Values and Consensus
View the document7. Principles and Qualities
View the document8. Three Key Ideas
View the document9. Democracy
View the document10. Realisation in Schools
View the document11. Implementation Strategies
View the document12. Evaluation
View the document13. Recommendations for the Humanistic and International Dimension of Education
View the document14. Practical Suggestions for the Implementation of the Guidelines
View the documentReferences


In 1990 the Consortium of Institutions for Development and Research in Education in Europe (CIDREE)2 recognised that the concept of Values in Education was an interest common to a significant number of member institutions across Europe. It was clear that there were many different perceptions; about what was meant by values; whether there are genuinely universal values; whether there can be consensus on values; whether values can be taught; if so, by whom; whether it is legitimate for educationists to engage in this field; or are values simply, or not so simply, acquired?

2 CIDREE Paper setting out purposes and objectives of organisation. 1990

The outcome of this shared interest within CIDREE was the setting up of a collaborative programme on Values in Education (VEEP)3. This programme involves 11 institutions in 7 countries (England, Germany, Northern Ireland, Norway, Scotland, Spain and The Netherlands) as full participants or observers. The programme is essentially a framework for sharing and discussing aspects of Values education across the countries involved with a view to each institution, and by association, every country gaining deeper insights into and understandings of how the values dimension of education might be addressed.

3 VEEP Proposal statement 1990

The focus of the VEEP initiative is curricular and aims to provide a range of strategies, guidelines and experimental approaches in the field of values education. It is based on the following assumptions and beliefs: that ‘in every educational approach and in every teaching group there are ... implicit values’4; that it is legitimate for schools and other educational organisations to instil values, setting aside for the moment what these might be; that consensus, no matter how difficult to achieve, is worth striving for; and that the curriculum is as concerned with attitudes, values and human relationships as with information, facts and skills.

4 TIANNA, A Research Project Proposal on Educational Values Madrid CIDE 1991