1. VALUING OUR CHILDREN’S EDUCATION
Measuring What Matters

2. Powerful metrics that enable leaders to measure and manage cultures.
www.valuescentre.com
2
What do we do at the Barrett Values Centre?
WE MEASURE THE CONSCIOUSNESS of
organisations by mapping values to what
is known as the seven levels of
consciousness model. We work in 60
countries and have mapped the values of
more than 6,000 organisations since
2007.
We have developed a specific set of
assessments for mapping the values of
schools.
For more information:
www.valuescentre.com

3. Key Numbers
PARTICIPATION IN CVAs
Over 6,250 Cultural Values
Assessments and 1.49m
participants since 2007
GLOBAL PRESENCE
3,946 accredited consultants and
change agents in over 80
countries
Core Barrett
Team
20 people in 3
countries
PERSONAL VALUES ASSESSMENT
Over 10,000 people have done
the free on-line assessment
since October 2012
www.valuescentre.com/pva
NATIONAL VALUES ASSESSMENTS
25 nations have completed the
assessment since 2007
30 Partner/Trainers
in 12 countries

4. Powerful metrics that enable leaders to measure and manage cultures.
www.valuescentre.com
4
What are Values?
A SHORTHAND METHOD of describing our
individual and collective motivations and
what is important to us.
Values can be positive or
potentially limiting.
Positive Values: trust, creativity, passion,
honesty, integrity, clarity
Potentially Limiting Values: power, blame,
greed, status, being liked

5. Powerful metrics that enable leaders to measure and manage cultures.
www.valuescentre.com
5
Why are values important?
AT ANY GIVEN MOMENT IN TIME, the
values that are most important to us
are a reflection of our unmet basic
needs (deficiency needs), and the
growth needs associated with the
stage of psychological development
we have reached.
Our needs (what we value) are the
principal drivers of our behaviors and
actions.
What motivates us is the satisfaction of our needs.

6. Powerful metrics that enable leaders to measure and manage cultures.
www.valuescentre.com
6
Basic Needs and Growth Needs
EvolutionofPersonalConsciousness
Satisfying your physiological needs for security;
staying alive and keeping your body healthy.
Satisfying your emotional need for belonging,
protection and connection.
Satisfying your emotional need to be recognized for
your skills, talents or qualities.
Satisfying your need for autonomy, freedom,
independence and adventure.
Satisfying your need for authenticity and finding
meaning and purpose in your life.
Satisfying your need to actualize your purpose by
influencing or impacting the world around you.
Satisfying your need to leave a legacy—to have
led a life of significance that will be remembered.
Growth
Needs
Basic
Needs
At any given moment in time, our values are a reflection of our unmet basic needs, and the
growth needs associated with the stage of psychological development we have reached.

7. Powerful metrics that enable leaders to measure and manage cultures.
www.valuescentre.com
7
The “Flourish” Survey
WE ASKED PARTICIPANTS OF THE CONFERENCE SEVERAL
QUESTIONS:
PLEASE SELECT TEN OF THE FOLLOWING VALUES/BEHAVIOURS THAT MOST REFLECT
WHO YOU ARE, NOT WHO YOU DESIRE TO BECOME.
PLEASE SELECT TEN OF THE FOLLOWING VALUES/BEHAVIOURS THAT MOST REFLECT
HOW YOU SEE SCHOOLS IN THE UK CURRENTLY OPERATING.
PLEASE SELECT TEN OF THE FOLLOWING VALUES/BEHAVIOURS THAT YOU WOULD MOST
LIKE TO SEE IN SCHOOLS OF THE UK.

8. UK Education System Values Assessment: Overall Group (177)
focus on targets (L) 132 3(O)
bureaucracy (L) 120 3(O)
results focus (L) 108 3(O)
top-down pressure (L) 106 3(O)
adult agenda (L) 100 3(O)
stress (L) 81 1(I)
accountability 73 4(R)
authoritarian (L) 65 1(R)
control (L) 56 1(R)
long hours (L) 51 3(O)
child centred 118 6(O)
creativity 107 5(I)
importance of play 88 5(R)
passion for learning 72 4(I)
empowerment 63 4(R)
well-being (physical/
emotional/ mental/
spiritual)
58 6(I)
nurturing 44 6(R)
character development 42 4(O)
intrinsic motivation 42 4(I)
community involvement 41 6(S)
life skills 41 3(O)
Values Plot April 24, 2013Copyright 2013 Barrett Values Centre
I = Individual
R = Relationship
Black Underline = PV & CC
Orange = PV, CC & DC
Orange = CC & DC
Blue = PV & DC
P = Positive
L = Potentially Limiting (white circle)
O = Organisational
S = Societal
Matches
PV - CC 0
CC - DC 0
PV - DC 2
Health Index
(PL)
PV-10-0
CC - 1-9
DC - 11-0
creativity 80 5(I)
making a difference 71 6(S)
caring 70 2(R)
family 67 2(R)
empathy 64 6(R)
continuous learning 63 4(I)
humour/ fun 59 5(I)
enthusiasm 55 5(I)
well-being (physical/
emotional/ mental/
spiritual)
51 6(I)
compassion 48 7(R)
Level Personal Values (PV) Current Culture Values (CC) Desired Culture Values (DC)
7
6
5
4
3
2
1
IRS (P)=5-4-1 IRS (L)=0-0-0 IROS (P)=0-1-0-0 IROS (L)=1-2-6-0 IROS (P)=4-3-3-1 IROS (L)=0-0-0-0

9. UK Education System Values Assessment: Overall Group (177)
CTS = 55-20-25
Entropy = 1%
CTS = 8-12-80
Entropy = 68%
Personal Values
CTS = 55-34-11
Entropy = 1%
Values distribution April 24, 2013Copyright 2013 Barrett Values Centre
Positive Values
Potentially Limiting Values
Current Culture
Values
Desired Culture
Values
C
T
S 2
1
3
4
5
6
7
C = Common Good
T = Transformation
S = Self-Interest
0%
1%
0%
2%
16%
6%
20%
29%
16%
10%
0% 20% 40% 60%
1
2
3
4
5
6
7
16%
6%
46%
2%
1%
9%
12%
3%
4%
1%
0% 20% 40% 60%
1
2
3
4
5
6
7
0%
1%
0%
0%
4%
6%
34%
26%
23%
6%
0% 20% 40% 60%
1
2
3
4
5
6
7

10. UK Education System Values Assessment: Overall Group (177)
Value
Current Culture
Votes
Desired Culture
Votes
Jump
child-centred 4 118 114
creativity 3 107 104
importance of play 4 88 84
passion for learning 4 72 68
empowerment 0 63 63
well-being (pems) 0 58 58
intrinsic motivation 1 42 41
character development 2 42 40
nurturing 5 44 39
life skills 5 41 36
A value jump occurs when there are more votes for a value in the Desired Culture than in the Current
Culture. Listed below are the values with the largest increase in votes.
Values Jumps Table April 24, 2013Copyright 2013 Barrett Values Centre
VALUES JUMPS

11. Powerful metrics that enable leaders to measure and manage cultures.
www.valuescentre.com
11
The “Flourish” Survey
WE ALSO ASKED PARTICIPANTS OF THE CONFERENCE:
SHOULD WE BE ASKING THE EDUCATIONAL SYSTEM TO FIT THE NEEDS OF CHILDREN.
SHOULD WE BE ASKING THE CHILDREN TO FIT THE NEEDS OF THE EDUCATION SYSTEM.
TO WHAT EXTENT DO THE VALUES OF THE CURRENT EDUCATION SYSTEM SUPPORT THE
PHYSICAL, EMOTIONAL, MENTAL AND SPIRITUAL NEEDS OF CHILDREN.

12. Powerful metrics that enable leaders to measure and manage cultures.
www.valuescentre.com
12
What is more important?
• Education system should fit the
needs of Children
• Children should fit the needs of
the education system
176
1
0
50
100
150
200
Yes No
10
167
0
50
100
150
200
Yes No

13. Powerful metrics that enable leaders to measure and manage cultures.
www.valuescentre.com
13
Does the current education system support the
physical, emotional, mental and spiritual needs of
children?
0
5
10
15
20
25
30
1 2 3 4 5 6 7 8 9 10
Physical
Physical
NO YES

14. Powerful metrics that enable leaders to measure and manage cultures.
www.valuescentre.com
14
Does the current education system support the
physical, emotional, mental and spiritual needs of
children?
0
5
10
15
20
25
30
35
40
1 2 3 4 5 6 7 8 9 10
Emotional
Emotional
NO YES

15. Powerful metrics that enable leaders to measure and manage cultures.
www.valuescentre.com
15
Does the current education system support the
physical, emotional, mental and spiritual needs of
children?
0
5
10
15
20
25
30
35
1 2 3 4 5 6 7 8 9 10
Mental
Mental
NO YES

16. Powerful metrics that enable leaders to measure and manage cultures.
www.valuescentre.com
16
Does the current education system support the
physical, emotional, mental and spiritual needs of
children?
0
5
10
15
20
25
30
35
1 2 3 4 5 6 7 8 9 10
Spiritual
Spiritual
NO YES

17. Powerful metrics that enable leaders to measure and manage cultures.
www.valuescentre.com
17
Does the current education system support the
physical, emotional, mental and spiritual needs of
children?
0
5
10
15
20
25
30
35
40
1 2 3 4 5 6 7 8 9 10
Physical Emotional Mental Spiritual
NO YES