Help Tips
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.