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This statement was produced by Kathleen Kimber, F.E. advisor for Guildford Diocese. It is included here to provide a starting point for discussion by colleges seeking to explore ways of promoting spiritual development among learners and staff.
All areas of the curriculum may contribute to spiritual development, as do our organisational arrangements, the facilities provided, and the way in which people respect and value one another. The concrete signs of the spiritual are embodied in positive values, such as honesty, love and affection, awareness, personal empowerment, effectiveness, generosity, goodwill, openness, tolerance, self-esteem, confidence, pride and humility.
1. Each individual has the potential for growth. Each has talents and intrinsic worth. The College recognises its role in developing personal effectiveness, and the importance of self-esteem and an understanding of one’s own worth.
2. Respect for and tolerance of others follows from this valuing of the individual. The differences between people are viewed, if possible, with warmth and generosity. The rights of others to equality of opportunity and to treatment without favour or prejudice are recognised. A sense of caring underpins our work.
3. All have a right to recognition and to feel pride in achievement, success and endeavour. Similarly, humility enables us to recognise the progress and worth of others, their contribution to our work, and our current limitations.
4. Our working and social relationships are based on integrity and openness. A search for truth characterises learning and intellectual pursuits.
5. Questions of right and wrong, understanding reason, motive and attitude, are proper explorations for learners and fundamental to decision making. Judgements will be made, and while it will frequently be appropriate to offer second chances, the rights of others cannot be disregarded or exploited.
6. All are uplifted and extended by a sensitivity to the aesthetic dimension.
The college is a community operating within communities. An understanding of the ways in which the whole has a worth different from than that of the individuals within it enriches our learning. Commitment, a sense of service, teamwork and pride in shared endeavour are valued by the College and underpin the effectiveness of its management of learning.
Underpinning all our work is the belief that each learner has
potential and talents capable of positive development.
It is the College’s responsibility to act in the best interests
of the learner
1. The College will seek to identify with the learner, and all other appropriate parties, each learner’s needs, aspirations, previous experiences and achievements, concerns and any learning difficulties and disabilities. The College staff will not seek to curb inappropriately a learner’s aspirations, nor make assumptions about his or her limitations.
2. The College will provide accurate and objective information about its provision, the achievements of its students, its facilities, its services and the philosophy and policies it adopts. It will seek to do this in ways which are easily understood by learners.
3. An appropriate learning programme will be agreed with each student, suitable for the learner’s present needs and capable, if possible, of extension to future needs and purposes.
4. Respect for the whole person underpins the organisation of learning and working relationships. Each learner is entitled to expect opportunities for development on a very broad range of fronts and to individual support to ensure the maximum chance of success.
5. Learning will be organised, delivered and managed by appropriately qualified and up to date staff. Learners will be encouraged to become active partners in the learning process, including its evaluation. All will strive to make learning challenging and enjoyable and to foster the desire to continue the process throughout life.
6. Throughout their programme, learners will be entitled to regular and prompt feedback on progress and review of options, strengths and weaknesses. At specific points in each programme this will be a formal process.
7. Learners will be supported and guided by appropriately qualified and informed staff. The learning support provided by course staff will be supplemented by that available from Resource Centre and specialist staff. Practical help, such as with concerns about finance, health, accommodation, will be provided by Student Services.
8. Each student is entitled to objective and specific advice and information about options and openings available following the completion of a course. The College will provide references for future employers and other educational establishments, which learners will be able to read.
In managing learning the College is committed to:
Promoting and furthering each student’s spiritual, moral and personal development :
The governors and staff have given careful consideration to recent documents such as The Review of Qualifications for 16 -19 Year Olds by Ron Dearing, March 1996, and The Learning Age: A renaissance for a new Britain, a Government Green Paper, February 1998, and reaffirms its commitment to furthering spiritual, moral and personal development in this statement of student entitlement. The rationale for the inclusion of this entitlement can be found in the full Dearing Report in Section 13, and throughout the Green Paper as well as in other recent publications.
