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Global Education in Europe - Policy, Practice and Theoretical Challenges
von: Neda Forghani-Arani, Helmuth Hartmeyer, Eddie O'Loughlin, Liam Wegimont
Waxmann Verlag GmbH, 2013
ISBN: 9783830978978 , 208 Seiten
Format: PDF, OL
Kopierschutz: frei
Preis: 21,99 EUR
Buchtitel
1
Contents
5
Introduction and Acknowledgements
8
Global Education in Europe: European Policy Development. Growing European Access for Global Education
10
1. Introduction
10
2. Europe-Wide Global Education Congress (Maastricht 2002)
11
3. Conference “Learning for a Global Society” (London 2003)
12
4. European Conference on Public Awareness and Development Education, “Education for North-South Solidarity” (Brussels 2005)
13
5. The Helsinki Conference on European Development Education (2006). The European Consensus on Development: The contribution of Development Education and Awareness Raising (2007)
14
6. DEAR (Development Education and Awareness Raising) in Europe (Study of the European Commission 2010)
15
7. The Espoo Finland Symposium (2011)
16
8. Lisbon Congress on Global Education (2012)
17
9. The Hague International Symposium on Global Education (2012)
17
10. Conclusion – Progress Made and Now to Build on This
18
References
19
Global Education in European Countries: National Strategy Development
20
Overview: Strategy Development in Europe
20
Developing a National Strategy for Global Learning in Austria: The Story so far
22
Abstract
22
1. Introduction
22
2. Global Learning in Austria from Early Beginnings to the Present
23
3. The Impact of Engaging with the Strategy
28
4. Concluding
30
References
30
Portugal: Portuguese Strategy for Development Education: From recent Experience to new Challenges
32
1. Introduction
32
2. Fundamental decisions
34
3. New Challenges
39
A National Strategy for Global Development Education in the Czech Republic: An Initiative from below Meeting Development from above
42
Abstract
42
1. From the Velvet Revolution to reforms
42
2. European Union, Ministry of Foreign Affairs and Civil Society: GDE – Move to Quality
43
3. National strategy for GDE in the Czech Republic: The value of the process and a common understanding
45
4. The benefits: cooperation, partnership, networking
46
5. From theory to practice
47
References
49
Global Education in European Countries: National Structures
50
Overview
50
Global Learning in Belgium
52
1. Introduction
52
2. The Federal Ministry of Development Cooperation (DGD)
53
2. Regional governmental structures
56
3. Provincial and municipal authorities
60
4. Non Governmental Organisations (NGOs)
61
5. Private actors and non-profit organisations
63
6. Universities, schools of higher education and academic institutions
63
7. Schools
64
8. Conclusion
65
References
65
Germany: Promoting Engagement for Development
66
1. Background and Organisations
66
2. Development Education / Global Learning
67
3. Municipal Development Cooperation
68
4. Partnerships of Germany’s Federal States
70
5. Cooperation between the German state, municipalities and NGOs – the example of municipal climate partnerships
70
6. Ludwigsburg – synergetic engagement for development
71
7. The Capital City of Fair Trade competition
72
8. In Conclusion
73
References
73
Global Education in Poland
74
1. Institutional Context: key ministries and coordinating bodies
74
2. Development Cooperation Act
76
3. Multi-stakeholder process on Global Education
76
Global Learning in Education Systems
78
Overview: Moving from “Targeting” to Integration, Coordination, Engagement and Change
78
A Short History of Global Education in Finland – From the Perspective of a Curriculum Developer
79
Abstract
79
1. Universal Declaration of Human Rights as the ethical foundation of school reform – equality of all
80
2. UNESCO 1974 Recommendation on International Education – focus on peace education
81
3. Early 1990s: Focus on Europe and on the environment in the curricula
83
4. Internationalisation covers all aspects of social development –National core curricula of 2003 and 2004
85
5. Cooperation with GENE
87
6. Towards a national core curricula of 2016
89
References
91
Ireland: The DICE Project. Development Education and Intercultural Education
93
1. Introduction
93
2. Governance and Support Structures
94
3. Areas and Themes within DICE
95
4. Intercultural education
96
5. Allied DICE activities
98
6. The priorities for DICE as it consolidates
99
7. Conclusions
100
References
100
Sustainable Implementation of Global Awareness in Educational Systems – A Dutch Contribution
101
Summary
101
1. Introduction
101
2. Global awareness defined
102
3. Global awareness in Dutch society, a paradigm shift
103
4. A review of global awareness in the Dutch educational system
105
5. The work of the NCDO in the Netherlands
106
6. An analysis of the educational system in The Netherlands
106
7. Conclusions and Recommendations
112
References
114
The Global School –Professional Development for Teachers in Sweden
117
1. Seminars
117
2. Local Authority Partnerships
118
3. Global Journeys
118
4. ESD – a Valuable but Challenging Concept
119
Pan-European Perspectives in Global Education: Differing Stakeholders and Sectors
120
Overview: Shifting European Perspectives
120
NGOs in Global Education: From Promoting Aidtowards Global Citizen Empowerment for Change
121
1. NGOs in Global Education – local, national and European level
121
2. Campaigning/Advocacy and Global Learning –achievements of and challenges for NGOs
123
3. Trapped in the aid industry?
126
4. Towards “Global Citizenship – Empowerment for Change”
128
References
130
Developing a Research Culture for Global Learning
131
1. The Impact of the Journal
132
2. Moving from Evaluation to Research
133
3. Promoting a Culture of Research
134
4. Raising the Profile
135
5. Relationship of Theory and Practice
135
6. Contribution to Educational and Development Goals and Objectives
136
7. Challenges and Priorities
137
References
137
Improving Quality – Progress and Development through 10 Years of the European Global Education Peer Review Process
139
Abstract
139
1. Introduction
139
2. Background to the European Global Education Peer Review Process
140
3. Sharing Learning through the European Global Education Peer Review Process
141
4. Specific National Review Processes
144
5. Key Benefits of the Process
147
6. Summary Overview of a Decade of Developments in Global Education as Reflected in the Peer Reviews
148
7. Conclusion, Future Challenges and Going Forward
150
References
151
Global Education in Europe: Challenges in Practice, Policy and Theory
152
Overview: Practice, Policy and Theoretical Challenges
152
Whose Reality Counts? – On Southern Perspectives in Global Education in Europe
153
1. From Rio to the MDGs
154
2. The South Evaluation of the RORG-network in Norway
155
3. Enlightening or blindfolding?
158
4. From paternalism and good will to new global realities
162
References
163
Global Education and Social Change: The Imperative to engage with different Discourses
165
References
169
What do we know about Global Learning and what do we need to find out? A summary of empirical evidence
170
1. Review of the research
171
2. A model of factors influencing the effects of global learning
172
3. Factors on the user side
173
4. Factors on the supply side
176
5. Learning Outcomes
181
6. Outlook
181
Global Education: Paradigm Shifts, Policy Contexts and Conceptual Challenges
188
1. Advances in Global Education in a Decade, and a Paradigm Shift
188
2. Global Education Terminology; Moving from Consensus to Divergent Discourse and Dissensus
192
3. Broader Policy Context, Research and Conceptual Challenges
194
4. The need to return to foundational understandings, and a proposed model
198
References
200
Reaching Out: Policy Conclusions and Future Perspectives
201
1. Policy Conclusions
201
2. Challenges for the Future
203
Notes on the Authors
205
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