|
|
| |
The Centre for Alleviating Social Problems through Values
Education (CAVE) aims to enhance the quality of life of as many people as
possible by assisting parents, school teachers, university and college
lecturers, employers, managers, religious leaders, social workers and
youth workers, for example, to implement programmes to encourage ethical
(responsible) behaviour.
Our quality of life will not improve - our feeling of well-being will not
increase - if we continually face social problems, such as physical
violence, theft, fraud, vandalism, drug misuse, racism, drug and sex
induced diseases and teenage pregnancy.
CAVE, by promoting study and debate about values education and then
encouraging people to implement values education activities, will strive
to reduce social problems by:
|
|
Generating income by selling expertise, services and
publications, and by obtaining research and development funding from
governmental sources and commercial sponsorship for specific projects. |
|
|
|
Working with and supporting teachers, parents, voluntary youth workers and
government education departments (local and national), to find out how
values education can be applied in different types of organisations and to
different kinds of social problems. |
|
|
|
Working with, supporting and commissioning researchers in schools,
colleges and universities to undertake fundamental research into the
principles underpinning values education |
|
|
|
Working with, supporting and commissioning experienced educationists and
other professionals to develop specific and practical school, college and
university programmes in values education. |
|
|
|
Disseminating the results of research and examples of good practice in
easily readable reports and in effective workshops, seminars and
conferences. |
|
|
|
Raising the awareness of politicians (local and national) and managers in
the professions and industry of what is required in schools and other
youth settings to encourage responsible behaviour, and to lobby them to
take such necessary action. |
|
|
|
 |
|
|
|