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Type of Values

The intervention is directly or indirectly aimed at one or more types of values promotion:

• Personal values - those characterizing the individual’s behaviour and attitudes in a wide range of situations and activities (e.g., honesty, courage, perseverance, self-discipline, integrity).
• Interpersonal and social values - those characterizing the individual’s behaviour and attitudes toward others, especially as expressed in relation to family, peers, teachers, and persons in the student’s immediate social environment (e.g., caring, respect, empathy, trustworthiness, fairness, tolerance).
• Civic values - those characterizing the individual’s behaviour and attitudes toward the community and society (e.g., equity, duty, responsibility, service, justice).

Activity

At the time of this registration, indicate if the intervention is or isn’t active at any form and its outcomes have or haven’t been reintegrated in any other follow-up intervention.

Keywords

Comprised of a list of topic relevant keywords that shall act as the first filter to identify relevant interventions for the DAVID System.

Competence Approach

For an intervention to be included in DAVID system, the main goal, focus or aspect in its activities and/or organization must be the direct or indirect instilling, teaching, or promoting values that induct relevant competences for the whole person development.

Educational Settings

The intervention may be related to different educational settings, such as:

• formal education - developed under an education curriculum or training institution (e.g. school lessons);
• non-formal education - referring to learning initiatives which take place outside formal educational curriculum, though are carefully planned to foster the participants' personal and social development (e.g. workshops or seminars, extra-curricular activities at schools);
• Informal learning - referring to the learning taking place in daily life activities, in work, family or leisure (e.g. voluntary service in the community, sports).
  

Types of Interventions

• Programs or Projects: promoted by schools, other community groups or organizations that may include, for example, a curriculum to promote values among school students that integrates social literacy activities across contexts and into several academic subject areas, like social studies, mother language, math, etc., or a school project or program in which the school community —children, teachers, parents—work together to promote or enable values. These programs or projects could be delivered as a discrete part of a school curricula, could be cross-curricular or extra-curricular.
• Studies or Practices: promoted by schools, researchers or other organizations that may include processes, tools, teaching strategies, professional development and training designs, procedures for assessing and recognizing values and competences in social literacy, for example, cooperative games, training designs or methods, evaluation tools, awards, etc. In case the screened intervention is a study, it must include pilot experimental groups, simulating real learning environments and it must be proved replicable.
  

Cross Context

The intervention aims at instilling, teaching or promoting competences (inducted by values) that can be generalized across contexts, regardless being applied in a single domain in the intervention, such as health, culture, conflict resolution, drug use, sexual behaviours. In terms of learning contexts, all potential formal, non-formal and informal education ones are eligible, namely through curriculum, cross or extra curricula, school community and wider community, among others.

Outcome-Oriented

The intervention is an “outcome-oriented” program, project, study or practice, resulting into one or multiple tangible outcomes and products, but not exclusively being a product itself (e.g., workbook, video, interactive CD-ROM, etc.).

EC Funded

The intervention has been developed, tested or disseminated through European Commission funded project.

Sustainable

The intervention has met a sound sustainability process, meaning that has been financially supported at a certain stage, but has found ways to be sustainable over time.

Replicable

The intervention is branded. E.g., a registered program, teaching methodology, assessment process and tool, etc., that appears under the same name in different places or is associated with a particular developer or disseminator and is documented to be implemented by a provider other than the developer. If the intervention is not officially branded at the national or European levels, it should meet the following cumulative conditions:

• The intervention is described in detailed conceptual and methodological terms.
• The duration and conditions of the activities’ implementation is described in relation to its users benefit.
• The characteristics of the individuals (e.g., teachers, parents, trainers) who are expected to deliver the intervention are described, as well as their skills to provide the service.
  

Customization

The intervention takes into account the beneficiaries’ individual and/or group differences and acknowledge differing strategies and resulting impacts depending on the target group, and not simply “one size fits all” approach.

Engagement

The intervention engages the target groups in designing and evaluating the outcomes, or at least finds strategies to ensure that their voices are heard.

Types of Intervention Outcomes

The intervention reflects personal and social development, at least in one of the following three levels of the fundamental ethical values:

• Knowledge dimension: being able to understand what the values mean, reason about them, recognize them and how they may affect people and actions in different situations, understanding of ethical dilemmas and ability to make critical judgments.
• Attitudes dimension: being able judge worthiness and internalize values as enduring dispositions by perceiving the importance of core values and having opinions about how to behave in different situations.
• Behaviours dimension: displaying behaviours that are enacted by and reflect fundamental ethical values, that activate and enterprise citizenship and prosocial behaviour (e.g., supporting peers) or problem behaviour reduction (e.g., substance use).
  

Strength of the Intervention Evidence

The intervention has available evidence on its contribution to the scope of DAVID System – promoting core values that induct relevant personal, social and civic competences for the whole person human development. This evidence may be of qualitative and/or quantitative nature, but it must result from collected data directly from final beneficiaries of the intervention.

Types of Evidence

e.g., reports on interviews, surveys with beneficiaries, internal or external evaluation reports, quality assessments, impact studies, etc.