On reading this e-Report you’ll gain a solid foundation on what values education is and why it is such an important activity from reading this e-Report. Values education is defined and a detailed explanation of how to undertake a values education discussion is given. Evidence is given of how values education can reduce irresponsible behaviour such as teenage sex, crime and drug abuse and the unfortunate personal and social costs of those behaviours. There is discussion on whether or not values education should become a subject in its own right with a curriculum slot.

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There are so many “educations” and so it is sensible to ask why there is so much apparent duplication? In this e-report values education and citizenship education are examined to compare the objectives educators have set for them, their contents and the ways of teaching them. The e-Report concludes by evaluating whether we need both values education and citizenship education. Ideas are given for further research on comparing other “educations” to values education.

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You don’t need to be a genius to work out that you’ll get better performance for people if you treat them well. This e-Report takes two managerial tasks (report writing and time management) and shows that by concentrating on helping other people, one will automatically become more competent at these tasks. The implications of this for developing managers are radical. While coaching in technical skills is necessary, if managers undergo values education, they’ll gain even greater results.

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Values education is, at first, a difficult concept to understand. This e-Reports shows how some undisciplined practices in philosophy are hindering the understanding of values education and therefore, its acceptance as a useful technique. For example, if people are not prepared to define what they mean by values education – how can we begin to discuss it? Five recommendations are given for improving the quality of philosophical research and writing on values education. Some philosophers will be annoyed by some of these recommendations. However, it is up to each individual to assess whether or not the recommendations can improve their philosophising.

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This e-Report presents a radical finding: that to be called a professional, one must be ethical. No matter what other criteria are used to define a professional, if “being ethical “ is not included, then the thing being defined is not “professional”. Numerous definitions of “being professional” are considered such as i) being paid ii) being a member of a profession and iii) being knowledgeable, trained and skilled. It is shown that these are not enough to adequately define what being professional means. Ideas are given for more research into ethics education for professionals such as doctors, solicitors and journalists.

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Almost everyone is aware that our world is shrinking and how we can travel quickly and inexpensively to almost any part of the globe and communicate easily with anyone, anywhere, anytime. There are advantages to this shrinking world but there are also some serious disadvantages. This e-Report examines what professionals of all kinds are required to do to help people cope with the stresses and strains of a shrinking world. Journalists are used as a case study, showing how a values education approach can better prepare journalists for their professional responsibilities.

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Since values education is not widely understood, there is some general suspicion about it and some reluctance to accepting it as a legitimate and useful approach to reducing social problems. In addition, because values education can have such a wide remit all sorts of unrelated research proposals are submitted. The danger is that resources are spread too thin and the impact in promoting values education is low. Three steps are given to help those educators who are about to establish their own values education programme or to promote an existing one more effectively.

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The term “value-based management” often appears in management literature, but what does it actually mean? If managers already go through ethics courses, why do we need value-based management? This e-Report shows how the values being referred to are ethical values. Six lessons from values education are given on what managers must do if they wish to be known as value-based (ethical) managers and how to encourage their employees to be ethical.

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