These characteristics reflect the core values of Educational Care (EC). They are the foundation on which EC training and use is built.
Worldview Based: EC places a great deal of emphasis on teaching and learning from a biblical perspective. EC material assumes the participants are Bible believers, but it does not assume that the school in which they work is owned or administered by Christians. EC makes frequent reference to biblical passages emphasizes how to teach and learn as people who believe the Bible. EC attempts to enhance the relationship of an educator’s faith with their teaching and students’ learning.
Locally Adaptable: Because it is module-based and peer-oriented, EC is adaptable to local situations. It can be used in rural and urban areas. It can be used by teachers with advanced formal education and experience and by teachers with little formal education and experience. The only resources needed for each module are individual workbooks and a Bible. EC can be scheduled to fit the convenience of the participants. There is no predetermined timeline for when the program must be completed.
EC is not a classroom curriculum so it can be used by educators in any kind of school setting. EC is intended to improve learning in the classroom regardless of what curriculum is being used and what sort of external resources may be available.
- Practical Basis: EC is not an academic program; it offers no course credit beyond a certificate of completion (so that teachers can reference EC as a training upgrade to school inspectors). Instead, it provides practical training to improve the classroom performance of participants. All the modules focus on real-life, practical issues related to educating.
- On-the-job Learning: EC is meant to be used by currently-practicing educators. It is not meant to replace traditional teacher education. EC requires participants to reflect on their experiences as educators. It also requires that participants practice what they have learned.
- Peer-learning Orientation: EC modules are facilitated by trained leaders, but these facilitators do not lecture. Instead, they introduce questions and guide interactions of participants. Most of the learning comes from group participants themselves through reflections on Bible texts, guided group discussions, and activities.
- Community Oriented: Schools have the potential to be a focal point in a community—a site for important meetings, entertaining events, and neighborhood outreach. Teachers work firsthand with the community’s future leaders. EC challenges participants to fulfill this role so the school can bring a positive change to their community.
- Modular Format: EC consists of six modules, each addressing a particular learning area. Modules consist of approximately six to ten separate lessons that build on one another. Each module can be covered in four days. It is recommended that the modules are offered every four to six months during a school break. In this way, two modules can be covered within a year and all six modules within three years. Participants should take the modules in order.
- Action Plan with Measurable Goals for Change: At the end of every module, workshop facilitators help participants prepare a plan with measurable goals that they will implement in their classrooms. These goals are unique to each participant so they can determine which changes they want to see in their classrooms.