The three draft toolkits are available for free download below:
Measuring What Matters - Values-Based Indicators (A methods sourcebook)
While values underlie much of human behaviour, they have long been considered intangible and unmeasurable. New methods and indicators pioneered by a European Union-funded research project show how values are expressed and can be measured. This module explains the background and approach for those who want to create their own indicators adapted to their needs.
Discovering What Matters: A Journey of Thinking and Feeling (Activities designed with students, for students)
To what extent have students already acquired the values, as well as the skills, knowledge, attitudes and personal qualities, which will enable them to survive and thrive in the 21st century? Can they understand more clearly what their own values are, and learn to live by them? In which areas do they need more help? This toolkit includes both a menu of indicators and a set of ready-to-use activity templates. It can be used directly by student groups, and/or within the curriculum (Personal & Social Education, Geography, or creative subjects e.g. Art and Drama).
Growing a Shared Vision: A Toolkit for Schools (Activities for organisational and staff development)
Are we ‘walking our talk’ as educators? Is our school a living example of a vibrant, sustainable community? Do we provide a supportive learning environment for staff and students, and empower them as agents of positive change? This toolkit provides activities to help school managers, governors and staff to create an educational environment that fosters responsible values, and assess the extent to which they are succeeding in this aim.
Burford G, Hoover E, Dahl A, Harder MK. Making the invisible visible: designing values-based indicators and tools for identifying and closing 'value-action gaps'. In: Thoresen VW, Didham RJ, Klein J, Doyle D, editors. Responsible living: concepts, education and future perspectives. Cham, Switzerland: Springer International; 2015. p. 113-34.