Download Dissertation Part 1 || Download Dissertation Part 2: The objectives of this study were: 1. To introduce the researcher’s Human Values Integrated Learning Concept; 2. To conduct documentary research pertaining to learning theories and documents in countries where the researcher’s concept has been introduced; 3. To conduct ex post facto research in the Sathya Sai School of Thailand to identify the factors that led to transformation, if any, in the children; and 4. To develop, test, and refine the Human Values Integrated Instructional Model.
Download dissertation || Abstract: Access to safe water and improved sanitation remains threatened by the ever increasing demand in urbanised cities of the world. Adequate management of this problem could not be achieved through technical and regulatory methods alone. A human values-based education approach, namely the Human Values Water, Sanitation and Hygiene Education (HVWSHE) programme, was considered a suitable intervention strategy to bring about the desired changes in attitude and behaviour by the water users.
This research involves an empirical case study approach that explores the experiences of Laotian teachers as adult learners of the HVWSHE intervention as well as a literature study on adult education, adult learning facilitation, human values-based education and teacher beliefs. Focus group meetings, lesson observations, participant observation, field notes and a researcher journal was used to collect data.
This study revealed that the HVWSHE training programme had a positive effect on the adult learners’ attitude and behaviour towards a better water-use and sanitation-friendly ethic.
Download dissertation || Abstract: This study explores, from their own perspectives, young people’s resilience after a Primary School Education in the Human Values of Love, Truth, Right-action, Peace, and Non-violence (EHV). Resilience is the capacity for positive adaptive behaviour despite challenging or threatening circumstances and is characterised by protective factors such as self-esteem, confidence, social competence, conflict management skills, autonomy, and a sense of purpose and future (Masten, et al., (1990), cited in Howard & Johnson, 1999).
The study applied a qualitative approach within a constructivist paradigm because the constructivist aims to understand and interpret the participants’ perspectives. Unstructured interviews with a purposive sample of nine adolescents provided the rich data necessary for analysis of the findings based on grounded theory and narrative analysis, ensuring an accurate reflection of the participants’ points of view.
The findings indicate that EHV positively enhanced the participants’ resilience qualities. They each expressed that they had confidence, high self-esteem, were self-reflective, and, whilst actively trying to understand others’ points of view, lived firmly by their own values.
The findings have relevance to the development of values education policy, and may be of interest and significance to educationalists, curriculum planners, policy makers in the areas of adolescent drug and alcohol abuse, and adolescent suicide prevention and education. They provide the impetus for further longitudinal and comparative research.
Download dissertation || Abstract: Human Values-Based Water, Sanitation and Hygiene Education (HVWSHE) is implemented in parts of Southeast Asia to raise students’ social consciousness regarding the values inherent in water and to develop positive attitudes and ethical behaviours in students towards water. This study used a mixed-method to explore the beliefs and perceptions of a cohort of teachers regarding the principles (cooperative learning, educare, role modelling) and pedagogies (silent sitting, prayers, storytelling and music) of HVWSHE. Beliefs about other areas such as cultural (water in religions and traditions) and contextual factors (class size, time and workload) were explored from a teachers’ perspective. This study also explored the teachers’ beliefs about the impact of HVWSHE on students’ attitudes and behaviours.
Initial analysis of quantitative data collected from sixteen teachers from Thailand, Indonesia and Lao PDR showed they had positive beliefs about the principles of HVWSHE such as cooperative learning, educare and role modelling. Teachers’ beliefs regarding teaching pedagogies such as silent sitting and music had significant differences. Teachers’ beliefs about the impact of HVWSHE on students’ attitudes and behaviours also revealed that more than half the cohort of teachers was concerned about the assessment procedures for HVWSHE and to evaluate Human V alues.
In-depth interviews of 14 teachers from Thailand and Indonesia revealed that the beliefs and perceptions of the cohort of teachers from Thailand were different from those of the cohort of teachers from Indonesia. Thai teachers believed that the HVWSHE principles and pedagogies were effective for developing pro- environmental behaviours. Interview narratives from Thai teachers revealed that they understood the theory behind HVWSHE and used socio-constructivist teaching approaches.
