" IT IS CLEAR THAT, BY EMPHASISING THE IMPORTANCE OF MULTICULTURALISM, WE ARE NOT REJECTING UNIVERSAL VALUES. QUITE THE CONTRARY, MUTUAL RESPECT BETWEEN CULTURES AND MUTUALLY ADOPTING THE BEST ELEMENTS OF THESE IS, IN MY OPINION, ONE OF THE UNIVERSAL VALUES. THE OLYMPIC MOVEMENT IS A GOOD EXAMPLE OF THIS." ( ZHENLIANG HE, IOC MEMBER AND CHAIRMAN OF THE IOC COMMISSION FOR CULTURE AND OLYMPIC EDUCATION) Educational systems– Teaching Values: An Olympic Education Toolkitis a global education initiative. However, priorities, programmes and administrations differ in the many educational systems of the world. Schools have different teacher-student relationships and different expectations from parents, students, education authorities and community members. They have different class sizes and infrastructures for teaching and learning. In many African communities, for example, there is a much greater emphasis on the informal educational systems rather than on formal schooling, on oral as compared with written communication, and on the role of the family and community. 4 Examinations– Systems such as those of China, with its five thousand year-old system based on meritocracy, or Greece, with its echoes on its ancient, classical past, emphasise memorisation and written exams. These are challenges for Olympic educators in many educational systems. In addition to this Toolkit, the authors hope to be able to provide Internet and CD support in the future in order to provide assessment formats in the cognitive domain. Language– Translation of a document from the original language in which it was written to another language is always an imperfect process, because translation is a filtered communication between an author, a translator and a reader or listener. Ideas easily expressed in one language are sometimes not so easy to express in another language. For example, the French phrase, esprit du sport does not mean quite the same thing as the English phrase fair play. In Chinese, where language is presented through thousands of different symbolic characters rather than through an alphabet, translation from a Euro- American literal language is a difficult and complex process. Olympic educators from different continents have reviewed the materials in this Toolkitin an attempt to find the best words and phrases to express the ideas of Olympism. Philosophy– The educational ideas of the Olympic Movement are grounded originally in European philosophy and educational traditions. Although these ideas seem to resonate in the two hundred nations that belong to the Olympic Family, there are many differences among their philosophical and educational systems. Therefore, receiving acceptance for the values- based teaching and learning strategies used in this manual may be a challenge in some nations. For example, in faith- based educational communities, the challenge for Olympic educators and youth group leaders will be to identify the ways that Olympic values education can support existing educational priorities, and to adapt and use the various activities in ways that are appropriate for the realities of local belief systems and situations. BelowAngola 2001: Local children getting involved in the fun of an Olympic Day. EDUCATIONAL REALITIES ANDOPPORTUNITIES TEACHERS AND YOUTH GROUP LEADERS IN DIFFERENT PARTS OF THE WORLD ARE WORKING WITHIN VASTLY DIFFERENT POLITICAL, RELIGIOUS AND EDUCATIONAL SYSTEMS, AND WITHIN CURRICULAR AND ECONOMIC CONSTRAINTS AND RESTRAINTS. 16TEACHING VALUES SECTION 1 INTRODUCTION TO OLYMPIC VALUES EDUCATION 4 Reagan, T. ( 2000). Non- Western Educational Traditions: Alternative Approaches to Educational Thought and Practice. Mahwah, NJ: Lawrence Erlbaum Associates.
TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT SECTION 1 INTRODUCTION TO OLYMPIC VALUES EDUCATION TEACHINGVALUES17 OLYMPICEDUCATION AROUNDTHEWORLD THE WORK OF THESE NATIONAL OLYMPIC COMMITTEES SHOWS HOW THE IDEAS AND VALUES OF OLYMPISM CAN BE TAUGHT TO CHILDREN AND YOUNG PEOPLE IN DIFFERENT COUNTRIES. ALGERIA5 Historically, the project of the establishment of the NOA of Algeria was borne from the will of the NOC to create an institution which would be capable of taking charge of the Olympic Education programmes in Algeria... There was a need for carrying the ideals and values of Olympism beyond a domain which had always been dedicated to sports practice. Established on the 25th February 2002 the NOA of Algeria is constituted by a Director, a Coordinator a " Pedagogy and Planning" Department, and an " Organisation and Communication" Department. The programmes that are described below have similar intentions. OTHER EXAMPLES OF OLYMPIC EDUCATION PROGRAMMES GUATEMALA6 Olympic festival – During three days, the Guatemalan Olympic Academy and the Guatemala Olympic Committee organise an annual Olympic festival including different activities: sponsor's show, sport exhibitions, conferences and workshops on topics related to Olympism, as well as a painting and drawing contest entitled " Draw your sport and name it" aimed at all age groups. The activity, held annually, aims to dissem-inate Olympic principles and promote all sports, relating them to art and culture. Cine Forum– The Olympic Academy of Guatemala holds, periodically, a series of Cine Forum in different educational institutions throughout the country, in order to make Olympic Philosophy known through an interactive educational program. Approximately 150 students aged between 12 and 18 are divided into several groups to watch a movie related to Olympism and discuss the values or anti- values identified in the movie. ALGERIA – ACTIVITIES 2004/ 2005 Activity under the title: Olympic Races Target Group: Pupils of the 5th and 6th grade of primary schools Concept and implementation of 2000 participation cards Distribution of the participation cards to the schools Distribution of T- shirts, hats and balloons to the participating pupils and schools Activity " Sport and Fair Play" Target group: Students of high schools and colleges Action's objective: To raise public awareness through games and questions Concept and implementation of a leaflet in 5000 copies Activity " Sports and ill children" Target group: Children and teenagers who are hospital patients Action's objective: To raise awareness and comfort through sport Distribution of leaflets " Games and Questions" on the occasion of the Olympic Games ALGERIA – ACTION PLAN FOR 2006 ACTIVITY TARGET GROUP PERIOD " Sport and Fair Play" Students of colleges and January, February, March, April, To raise awareness high schoolsMay, June 2006 through games and questions National Literary Olympic Young people from April- June 2006 competition on the subject : 18 to 21 years old " Sport without doping: The champions do not cheat" National Session Sports educators, coaches of October 2006 " School and Olympism" the EPS or school leaders National Arts Competition People of art and culture June 2006 " Works of Olympic inspiration" Above The Algerian Olympic Committee logo. Right The Guatemalan Olympic Committee logo. 5 The information on Algeria was adapted from the web site of the International Olympic Academy. 6 The information on the activities of the National Olympic Academy of Guatemala was received from the Olympic Studies Center of the Autonomous University of Barcelona as part of the data collected for a project sponsored by the IOC.