From 2016 to 2018 ISSEs and other active SSEHV workers completed questionnaires designed to collect details about current SSEHV practices around the world. Four categories of SSEHV project were identified:
The programme types included:
There were several cases reported in the questionnaires of official awards related to SSEHV projects. These included:
There were two cases reported in which universities had established specific offices/centres for SSEHV-related activity.
There was also a report of a university giving credit to students for completion of a 10-Week SSEHV Diploma Course in Thailand as a global studies activity. In the same university, a course on “Meditation and Human Values” has become the most popular keystone course.
In several countries local education authorities have included SSEHV in teacher professional development programs and have invited ISSEs to develop SSEHV curricula for schools. At least one example has been reported of teachers being accredited professional development points for participating in SSEHV training, which is given equal status to other professional development activities in their region.
Official recognition has also come in the form of invitations by SSEHV project leaders to speak at professional teachers’ conferences.
Below are just a few examples of SSEHV projects around the world. The rest can be accessed at here.
The Walk for Values, initiated by the Sathya Sai School of Canada, has become a global event. Walk for Values is designed to raise the awareness of the 5 Human Values and to educate people about the importance of practising them daily. Each step taken during the walk for values is a step towards positive change. Whether you think of a single value or all of the human values, you are heading towards being the best version of yourself, for your family, for your community, and for the world.
The workshop was based on the principles of Sathya Sai Education in Human Values (SSEHV) in relation to Leadership, with the objective of preparing the participants for taking up leadership roles in personal as well as in professional life. It included the foundation and methodology of Sathya Sai Educare, with the intention of helping participants to strengthen their ability to lead a meaningful life based on these principles.
Topics:Leadership Skills and Qualities, Co-ordination and Cooperation, Group Dynamics: Communication, Leadership Roles in different activities, and Selfless Service as a Spiritual Practice. The workshop provided the means by which participants could broaden their knowledge in Spiritual Leadership and Responsibility. They were introduced to different activities as modes for individual transformation and spiritual growth. The topic, “The Way towards Spiritual Excellence,” completed the program. At the end of the lectures, workshops helped participants to digest the information presented. The program was a great help for those who wish to be more authentic at work.
Children’s choir as a complementary activity in the Sathya Sai School for 3rd Grade students, dealing with Values in the choice of singing pieces and method. There is the perception that the students - young, from a poor area of the city - may produce beauty and reach the hearts of all those attending the presentation. There is development of additional skills of discipline: general, external discipline and personal discipline as dedication and effort
Free Tuition Classes. In 1999 the first batch of Burmese Refugees arrived in New Zealand. They were resettled in the Auckland low-socio economic suburb of Glen Inness. NZ continued to bring more Burmese refugees under a quota resettlement program with UNHCR and every child resettled in Glen Inness had no formal education. For the first couple of months the Studycare program was held in the living room of a refugee camp until the nearby Church gave their facilities. At present many of the Burmese parents have given birth to their children in NZ but do not have the resources or the education themselves to help their children with their school homework or give them a good foundation. The program is sustained largely due to the keen interest of the parents who want their children to do well in education. The program is open to any child and not just from refugee families. We have taken the opportunity to gently introduce the Human Values by incorporating them in their learning.
A weekly direct SSEHV class is taught at the Childcare After-School Program to approximately 15 elementary and middle school students.To accommodate the range in ages, two classes are held sequentially; the first for the elementary students (Grades K-5), and the second for the middle school students (Grades 6-9).
This program offers a unique model of partnership between teacher training universities, education bureaus, schools and the ISSE to integrate SSEHV across the curriculum. In each province ten schools are selected to participate in the two-year introductory program with each school represented by the Principal and six teachers. During the two years, the participants attend regular seminars and engage in school-based action research and reflection. They are guided to use SSEHV teaching tools and skills in their curriculum subjects, and then share their experiences with their colleagues.
Parentcare re-defines the role of Parents in current times. Its focus is on parents; guiding them to access their innate wisdom, empowering them with the ability and confidence to respond to any and all issues arising in Parenthood. Through Parentcare, healthy lifestyles are promoted, subtle energies appreciated, minds managed, creativity nurtured, and the child-parent intuitive connection enhanced. Parentcare identifies the 5 domains of subtle self within every individual, and highlights the Human Value and attribute associated with each domain. The specific parenting technique aligned to each domain and Value is then developed.
The primary focus of the work of the United Nations Human Settlements Program (UN-Habitat) has been to support efforts by governments in developing countries in their pursuit of the Millennium Development Goals (MDG) for water and sanitation. The HVWSHE program falls under: MDG 7: Ensure environmental sustainability. Sub-goal (3): Halve, by 2015, the proportion of the population without sustainable access to safe drinking water and basic sanitation.
Its rationale was the realisation that improvements in water management cannot be accomplished by technical or regulatory measures alone. These need to be complemented by advocacy, awareness and education initiatives aimed at changing people’s attitudes and behaviours towards water, sanitation and hygiene. This was to be achieved through educational means in schools and communities using Education in Human Values (EHV).
