Global Education Guidelines Web

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Global Education GuidElinEsConCepts and Methodologies on globaleduCation or eduCators and poliCy Makers

Developed by the Global Education Week Network

in coordination with the North-South Centre of the Council of Europe

Published by the North-South Centre of the Council of Europe - LISBON 2008

First edition 2008 - Updated version 2010

Written by the Global Education Guidelines Working Group: Alicia Cabezudo,

Christos Christidis, Miguel Carvalho da Silva, Valentina Demetriadou-Saltet, Franz

Halbartschlager, Georgeta-Paula Mihai

Coordinated by Miguel Carvalho da Silva


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C

contEnt

Foreword & Acknowledgements

Introduction

Background

Chapter A - What is Global Education?

Defnitions and Declarations

Global Education as Transormative Learning Process

Chapter B - Why Global Education?

Our world today: a globalised world

Learning or our Global Society

Aims

Chapter C - Concepts

Knowledge suggested content areas

Skills

Values and Attitudes

Chapter D - Methodology

Fundamentals or global education methodology

Methodological approaches in global educationImportant points in practicing global education

Methods or practicing global education

Criteria or planning and evaluating global education actions

Criteria or selecting and evaluating resources

Criteria or curriculum design or ormal and non-ormal settings

Evaluation

Chapter E - Bibliography & Resources

Reerences

Global Education Learning resources

Council o Europe educational resources

Appedix 1 Maasic Global Edcaio Declaaio

Appedix 1I Global Edcaio Cae

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the north-south Centre of the CounCil of europe

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raising European awareness o issues o global interdependence and solidarity through education and

youth programmes;

promoting North-South solidarity policies in conormity with the goals and principles o the Council o

Europe through dialogue between Europe, the Southern Mediterranean countries and Arica.

the global eduCation prograMMe of the north-south Centre

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1 Maastricht Global Edcation Declaration, 15-17 nvm 2002. t w y m yy M

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2Maastricht Global Edcation Declaration, 15-17 nvm 2002, Appendix1


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c h a p t E r a

what is Global Education?


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definitions and deClarations

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Global education iseducation that opens peoples eyes and minds to the realities o the globalised world and

awakens them to bring about a world o greater justice, equity and Human Rights or all.

Global education isunderstood to encompass Development Education, Human Rights Education, Education or

Sustainability, Education or Peace and Confict Prevention and Intercultural Education; being the global dimension

o Education or Citizenship.

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Universal Declaration o Human Rights

Educating shall be directed to the ull development o the human personality and to the strengthening o respect or

human rights and undamental reedoms. It shall promote understanding, tolerance and riendship among all nations,

racial or religious groups, and shall ur ther the activities o the United Nations or the maintenance o peace.

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Recommendation concerning Education or International Understanding,

Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms

Combining learning, training, inormation and action, international education should ur ther the appropriate intellectual

and emotional development o the individual. It should develop a sense o social responsibility and o solidarity with

less privileged groups and should lead to observance o the principles o equality in everyday conduct.

unesCo, g Cc, p, 19 nvm 1974

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Agenda 21, Chapter 36: Promoting Education, Public Awareness and Training

Education, including ormal education, public awareness and training should be recognized as a process by which

human beings and societies can reach their ullest potential. Education is critical or promoting sustainable development

and improving the capacity o the people to address environment and development issues.

u n Cc evm &. dvm, r J, 3 14 J 1992www..//v/cm

UNESCO - Declaration and Integrated Framework o Action

on Education or Peace, Human Rights and Democracy. Paris 1995

Introduction: Education has to develop the capacity o appreciation o the value o reedom and the capacities needed

or acing the challenges associated to it. This means to educate citizens or resolving dicult and uncer tain situations,

to build in them aptitudes or autonomy and individual responsibility. This is linked with the appreciation o the value o

civic involvement and the capacity o association with other persons or resolving problems and or working towards

the building o an equitable, peaceul and democratic society.

unesCo, g Cc, p, nvm 1995www.c./c

United Nations Millennium Declaration, 2000,

Chapter: Values and principles

We belie that the central challenge we ace today is to ensure that globalization becomes a positive orce or the

worlds people. While globalisation oers great opportunities, at present its benets are very unevenly shared, while

its costs are unevenly distributed. We recognize that developing countries and countries with economies in transition

ace special diculties in responding to this central challenge. Thus, only through broad and sustained eor ts to create

a shared uture, based upon our common humanity in all its diversity, can globalisation be made ully inclusive and

equitable.

r g am u n, nw y, 8 sm 2000www../mm

United Nations Decade o Education or Sustainable Development 2005-2014

The basic vision o Education or Sustainable Development is a world where everyone has the opportunity to benet

rom education and learn the values, behaviour and liestyles required or a sustainable uture and or positive societaltransormation.

u n dc ec s dvm, i imm scm, J 2005www.c./c


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The European Consensus on Development:The contribution o Development Education &

Awareness Raising, 2007

The aim o Development Education and Awareness Raising is to enable every person in Europe to have lie-long access

to opportunities to be aware o and to understand global development concerns and the local and personal relevance

o those concerns, and to enact their rights and responsibilities as inhabitants o an interdependent and changing world

by aecting change or a just and sustainable world.

://c../vm/c//publiCation_Consensus_en-067-00-00.

European Year o Intercultural Dialogue 2008

Article 2: Objectives

1. The overall objectives o the European Year o Intercultural Dialogue shall be to contribute to [] raising the

awareness o all those living in the EU, in particular young people, o the importance o developing an active European

citizenship which is open to the world, respects cultural diversity and is based on common values in the EU as laid

down in Article 6 o the EU Treaty and the Charter o Fundamental Rights o the European Union []

2. The specic objectives o the European Year o Intercultural Dialogue shall be to: oster the role o education as

important medium or teaching about diversity, increase the understanding o other cultures and developing skills

and best social practices, and highlight the central role o the media in promoting the principle o equality and mutual

understanding.

e pm Cc e, dc n. 1983/2006/eC, 18 dcm 2006://c../c//v/c/2008

Council o Europe White Paper on Intercultural Dialogue, June 2008

Intercultural approach oers a orward-looking model or managing cultural diversity. It proposes a conception based

on individual human dignity (embracing our common humanity and common destiny). I there is a European identity

to be realised, it will be based on shared undamental values, respect or common heritage and cultural diversity as well

as respect or the equal dignity o every individual. Intercultural dialogue has an important role to play in this regard. It

allows to prevent ethnic,religious, linguistic and cultural divides. It enables to move orward together, to deal with our

dierent identities constructively and democratically on the basis o shared universal values.

://www.c.//4/c


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Council o Europe Charter on Education or Democratic Citizenship and Human Rights

Education (adopted by the Committee o Ministers on 11 May 2010)

Education or democratic citizenship and human rights education are closely inter-related and mutually supportive.

Education or democratic citizenship ocuses primarily on democratic rights and responsibilities and active participation,

in relation to the civic, political, social, economic, legal and cultural spheres o society, while human rights education is

concerned with the broader spectrum o human r ights and undamental reedoms in every aspect o peoples lives.

global eduCation as transforMatiVe learning proCess

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An analysis o the present world situation

A vision o what alternatives to dominant models might look like

A process o change towards responsible global citizenship

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c h a p t E r b

why Global Education?


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our World today: a globalised World

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learning for our global soCiety

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Global education v knowledge, skills, values and attitudes

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a) an analysis o events and developments happening at micro level in the nearest reality

b) selection o specic themes related to those eventsc) recognition o connections with the macro world and the emerging dialogue between them

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knoWledge suggested Content areas

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Knowledge o the globalisation process and the development o world society

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Knowledge o the history and philosophy o universal concepts o humanity

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Knowledge about communalities and dierences

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skills

Critical thinking and analysis

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Changing perspectives or multi-perspective approach

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Recognise negative stereotypes and prejudices

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Intercultural competences in communication

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Teamwork and Cooperation

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Empathy

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Dealing with complexity, contradictions and uncertainty

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Dealing with conicts and conict transormation

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Creativity

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Research

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Decision Making

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Dealing with Media

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Dealing with Science and modern Technology

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Values and attitudes

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Sel-esteem, sel-confdence, sel-respect and respect or others

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Social responsibility

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Open-mindedness

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Visionary attitudes

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Proactive and participatory community membership

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Solidarity

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c h a p t E r d

mEthodoloGy


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Methodology

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fundaMentals for global eduCation Methodology

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Global education iseducation that opens peoples eyes and minds to the realities

of the globalised world.

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M

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Who are the people in this group (educators and learners)?

Where do they come rom (cultural background, etc)?

How are their cultural identity/identities perceived in the group and the society they live in?

Why are they here?

How do they eel in this group?

How do they behave towards each other?

How does each one react to the educators behaviour?

How does the educator eel and react to the learners behaviour, as individuals and as a group?

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30 M

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MethodologiCal approaChes in global eduCation

Cooperative-based learning

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Problem-based learning

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Dialogue-based learning

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iMportant points in praCtising global eduCation

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Defning and understanding the learning group:

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Criteria or Choosing and eValuating global eduCation Methods

global eduCation Methods haVe to be: global eduCation Methods:

Interesting

Attractive

Motivating

Challenging

ParticipativeCollaborative

Realistic but Optimistic

Promising

Refective

Targeted to dierent people

Diverse and variable

Learner-centred

CreativeInteractive

Democratic

Dynamic

Are based on good resources

Are coherent with GE content

Do not teach but educate

Raise awareness

Promote the dialogueGive the sense o belonging

Bring up everyones responsibility

Involve people

Respect the learners

Are based on human values

Develop critical thinking

Link local to global

Stimulate actionsLink the content to the praxis

Are micro/macro based

Promote human-values


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32 M

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Choosing the appropriate learning environment:

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Developing critical thinking:

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v . t, m .

t w v .

a w v w q w w

w, m w c. s w zz m w c, c,

cmc c m c

v .

the global eduCation learning

enVironMent needs to be:

the global eduCation

learning enVironMent:

Democratic and dialogical

Participative

Caring and warmly supportive

Pleasant and hopeul

Stimulating and inspiring

Creates sel-condence

Supports mutual understanding and trust

Stimulates learning rom each other

Can be a micro-cosmos o the world


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a m w w cv w

cv c. ev w xc c, ,

v cz w cc m.

Stimulating curiosity:

sm c v m v cc . t c m

c q w, wc m x

c w cmx .

Stimulating creativity:sm cv v m v cv

c, w.

The micro-macro approach:

M m:

Fom local o global, e.g. om pollio o poe i o aea e ae led o e global dimesio o

ese poblems ad bac o e local leel (glocalisaio).

Fom pesoal o collecie, e.g. om pesoal soies ad expeieces peseed b e paicipas

i a mliclal global edcaio pogamme, e ae led o coo e migaio poblem o a

collecie basis.

Fom emoioal o aioal, e.g. om e emoios aised o a idiidal leel ae e aboe migaio

soies, e ae led o exploe e geeal aspecs o e migaio poblem.

Interdisciplinary approach:

g c v jc cc, m -m. Cc cc

w cm m v cc m m-cv

c, wc cv w m

cmx, w, w v c cmm

cc. Mv m c vm c

m c ccv c m .

The three time dimensions:

d w m v m c . c, w

c w m . hwv, w

x .


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Historicity o knowledge:

Mv, m c c m v c c,

vm m, , m

x c m (cc, c, cmc, c) cv

cm .

Dealing with controversy:

g xc cv. t, w c , cv

v c c w, m vw. t ,

c, w . xm, cc w c v cv;

cc , , mcc . hwv, c m .

t c v c w c c v xm. a v

w w v c w wc w v x ,

v .

Conronting the issues o national or cultural identity:

t cc w m, x, m c

v cv v v c. a c m


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c q, v c w v c c

c c .

Introducing the element o change:

C c , c, c w. g c

c v, ccv w. t m w

cv c w c. m c c

wc m (c, c, m ) w

m vm (, c, c, cmc c).

Inspiring Optimism and Enjoyment:

g c mc . t m m w, C ,

m w. hw w w mm? o v w m

m . g c v w

m, xm, c c c, v cv.

g c , , j m mm. hm

c m. u cv, j m c v c c v

v c.

Building on personal experiences or simulations:

p xc m m x . pc m w w xc, vv c, m

c. g c m cv m v m

w. t w c w m w

c . em cv v v c, cc m

c, w mm. ow, m m m

c w m fc. M w xc fc

c c, m c v m c c.

Stimulating active involvement:

sm cv vvm v m c v . acv m

, c cmm, m

. pc m v ccv c

m m vm, mc v (cm, c, cmm, v,

c), .. m c w vm (ngo). t c,

c c w c c mv q

cmm w c vc cvc m.


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Networking among peoples:

W c c, c w c, c c v

m. t m v, cc w . t c, xm,

v c v v w v

c v c w w v

m. o , m m v c x vw. b vv m

c c w vc, cv w c

.

Using multiple resources:

ec c c w v c, cc

vm (w, w, w, w, c cx mm).

V jcv c m c c. g c v

fx cv x c cv. W m

c , w .

Using the media:

g m m m (, tV, ) v v. g c

m m - m c q v

m cm m v cmm c c w

m m c w v m w, wc c cz .

Understanding the media is a goal or global education: Media education is directly related to global

education, as it osters critical thinking through a critical approach to a specic source o inormation (objective

or subjective, ideologically and cultured oriented), through decoding the signs and symbols o any transmitted

inormation (wording, images, sounds, etc) and through the analysis, the dierentiation and the comparison o what

is an event and a real situation and what is an opinion and a comment. Media education supports global education,

because it is related to dierent subjects within ormal and non-ormal programmes. A sine qua non condition or

using the media in any subject in education is to distinguish inormation rom knowledge.

Using the media as a resource in global education: Using inormation rom the media in a learning

process can be extremely interesting at micro level - knowing about the micro-cosmos surrounding the learning

group, understanding how the local community reacts to the realities o the world and analysing how people living

around us perceive inormation about the global context. It is also a challenging source o inormation at macro

level to understand the interdependence o the world we live in. In global education an educator using the media

may encourage learners to become aware o global problems, to be a critical audience or any orm o given

inormation, to deconstruct stereotypes, to develop a culture o understanding and to be active citizens.


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Learners using the media in a global education learning process can be active researchers o inormation and

collaborative participants in a process towards discovering knowledge.

Using the media as a means to act as global citizens: Using the media is a challenging way not only

o getting, but also o spreading inormation rom the group to the local or global community, i the group goes

on rom the learning activity to action in the real lie or in cyber space. The media can be used to raise peoples

awareness and to give visibility to individuals or collective actions o common interest (e .g. actions o solidarity or

cooperation or the well-being o the community, protests against violations, multicultural events, activities or the

sustainability).

Dynamic process:

g c cv w c c , c fc. a c

c w cc m, v , c c fc

c w . i v m

w c, fc jcv cv. ev c

- cv jc, w cv . g c

c, v c, c mc c fc c,

x.

Methods for praCtising global eduCation

g c, w w cm mc , m

v m w c m, , m cc m vv

. W c mm m c, c

jcv c, mc c w c v cv. Mv w

m m cq w , c wc w

.

t m c , c, w mc

v. t, -c vm xc v cc m c

c v , v m c c. sm, w

c v cv , cc x w m cmc

q m v w. o , ( v m

cmc ) c, ccm m q, c mv

c w c c cv, cv, x

, v , mcc vm.


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o cv wcm: c , m cv m,

, m, m-v xc, , c,

c, xc, xc xc, c , v,

cv , c , cv c mc / c cv

v / c (, mv, c, cmc, w, c.). t m

m c w m. a m - m

x , v e , c cc xm

c m7.

i m m m m , c w c c mc m v wc v cmm ,

c c cc q!

i c -m c, m m ,

c c m cc c wc /

mcc c mm, w c v

ccv cv m m!

EDuCAtOrS, LEArnErS AnD EDuC AtIOnAL AuthOrItIES FACE nEw MEthODS

bc c c mm c m, v mm c c c, vv m c m-

c. b c w c c q v w

m, cc w, , , , -cc, mv.

a -v cc cc c w cv m

c, m m vm mvm, m c c w

m c c . smm m w vv

m cc . b v , m c, c

w m mm cm m c

c m w . a v w qm c

c w c m fc cc, w

fc cc w , m, m c (w, w, w). t w

c mc vv m, w w w qm,

c c.

7 s n-s C w: www.nscentre.org, c


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rECOMMEnDED PrACtICES

a) The project method

W cmm m, c , v cv m

-m c. t w c c c m, mv x, m ,

, w, c, cmc , c, xc m w mz, c,

c w, mc, v c v Cd-roM. ev

jc c v, m v ccv m c ,

c v c. hwv, m w w

c c c m v m cc . w wcm, , w , m c . t c x

w jc c w w c c cmm v8.

A gea oppoi o sc pojecs is oeed b e Global Edcaio wee e aal ee iiiaed ad

coodiaed b e no-So Cee o e Cocil o Eope.

b) The world-links method

t m c v c v . a v,

cm ( c) cv c v mc

c mm, m -m c.

i c m w:

bringing people rom other countries to the educational process or even visiting other countries where a

group visit is possible;

creating links and networks with people rom dierent parts o the world through mail or e-mail

correspondence;

welcoming visitors rom dierent cultures, e.g. migrants living in your country, into the staroom and

classrooms o schools or the venue o the inormal global education (GE) programme;

organising multicultural events, easts, exhibitions or other activities in schools or public places and

involving people o dierent cultures in such activities, including dierent styles o ood, music, dance and,

perhaps, drama; bringing learners to areas where needy people live, so that they experience the situation and, i possible,

cooperate with them in conronting local problems;

involving learners in activities aimed at helping needy people or volunteer work initiated by non-

governmental organisations, particularly in ormal education;

organising meetings o teachers, students and parents or learning sessions about multicultural themes.

8 s n-s C w: www.nscentre.org, c


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c) International school partnerships

t cc cm v . t w

w c. sv c-

c (v) w c , wc v w,

, w xc . i m e c c -

vm v c c-

. ec - c m c.

m vw m:

a better understanding o global interdependency through direct contacts between students and teachers

in the partner countries and schools

an overcoming o mutual stereotypes and prejudices

an increase in students and teachers motivation

a new teaching and learning culture e.g. by subject-connecting/overlapping teaching

urther development o important key-competences or all involved, e.g. modern communication

technologies, project management, oreign-language skills, international communication between students

and teachers

m mc vw, - c m

cc cm cv:

exchanging letters (handwritten, emails)

designing and using interactive websites (including discussion orums and chat rooms)

exchanging the results o project work with partner schools

inviting an expert rom the country o your partner school, who lives in your village or town to the

classroom to get more inormation about partner countries

planning mutual visits between the partner schools

d) Debate competitions

d cm v cv m wc m -m c

c m w cm c . t c , c,

c, v, cc v.

am cm:

To develop speech and argumentation skills based on critical thinking

To sensitise students on contemporary issues and lead them to raise questions through exploration o

these issues


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To cultivate a critical mind

To be critical receivers o messages and develop critical resistance to manipulation

ev C:

Content (persuasion, arguments, speech level)

General presence (voice, posture, gestures, expression)

Time (keep to the time limits).

Geeal comme: e mos impoa eleme i is id o compeiios is o iig b paicipaig.

Paicipas ae o desad a e mei is i e simlaig joe isel, o i e desiaio.tog is joe e gai expeiece ad oledge ic pgade em as eligeed global ciizes.

e) Participative arts

pcv (pa) v c w c ( / v

cc c) - c m cc mc.

t ccv c xc c -mvm m

c c cmm, c c c m cm. i c, c (,

c, c, ) w w c

q. t c-mv cv cm w , v

cc c. r c , cv ,

c m (mc, , , c , c.).

pa m w v c m w c m /

cvm.

tm, pa m cx v m c

, w , cm m c- c.

t pa c w m cvm/vvm c, c c

v. t m c c m

cv c. t cm c c (c-c), x,

c m m wc .

t w, w w c c m (m) wc w w c m

m c-c v c m cc

/ cc, w vm c. t m c/m

m c cc c (vc, cm, -c, c), wc w

c c m c c.


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42 M

t m v , v v

. y v c . i c, , m

c m m c m c

xc m m c c . t

m m w v .

) Community learning

t cq vv cmm vc fc vc. i c

cmmm w c . Cmm c w

cc w cc . i cc c c w. C m c c

m v cm m w cm w cc cc

xc .

Cmm xc cc c , v m

v c.

g) Learning to live together by9

Expeieial pacices

i vv w ccc:

learners ollow their own curiosity and interest

they learn through direct experience (learning by doing)

the educator is more a learning acilitator or mediator than the only source o knowledge

there is no ormal evaluation o learning

the learners refect on their learning aterwards

Collaboaie pacices

t c cv w c v v v . m

cv, ge cv v c vm c :

setting a mutual goal

teamwork

assigning roles to each group member

establishing shared responsibility

arranging division o labour

9 d, J. a - un trsor est cach dedans, p, e. o Jc, 1996


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setting up shared resources

creating a capacity to learn rom and with each other.

Ieclal pacices

M ge c m , wc w c:

cultural relativism, according to which there is no hierarchy o cultures (one culture cannot be applied to

judge the activities o another culture)

reciprocity, in other words the interaction and cross-inormation o cultures in the context o our

multicultural societies.

s m w c c, c v ge m cv

w :

overcoming ethnocentrism

acquiring the ability to empathise with other cultures

developing a means o cooperation across cultural boundaries and in a multicultural environment

acquiring the ability to communicate across cultural boundaries, e.g. through bilingualism

shaping o a new collective identity that transcends individual cultural dierences

Acio pacicest - c m jc w c cm. t c

jc /c v :

ormulate learning goals explicitly

help learners to choose their own learning strategies

motivate learners in such a way as to make them take responsibility or their own learning

develop a concrete project that can be carried out entirely by learners

encourage a gradual increase o learners independence

let learners understand their own action through refection (learning by refective practice)

Coexal pacices

t c v m c cvc

c , cmm c / w. t m

m , vv jc v c :

helping learners to get an overall picture o learning goals and strategies

encouraging learners and clariying the values and identities they assume


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using learners prior experience and knowledge

encouraging learners to expand, test and apply new experiences in their daily lives

letting learners draw their own conclusions

ostering a global vision o society

h) Sports

s c m q, c c c c v

v c w, , cc vm m w. pc

w c c cmmm cmm, mv

c m . bc m c c m

c, c cmmc m v

-v m w c c 10.

g c cv mj c m

c c c c

, c w v c, c c

ccc w11.

Criteria for planning and eValuating global eduCation aCtions

a m , c v m m w

c c .

, mm v c, c m,

w q m v m c:

1. Cc

What kind o message would I like to give to my audience / target group at the end o the action?

What are the goals (in number o participants and strategy) or the action?

The process o organising a global education action is oten more important than the outcome!

10 M m : www.toolkitsportdevelopment.org

11 M cc : bz, C - Edcation for democratic citizenship: a lifelong learning perspective, Cc C C-o (CdCC).

Cc e, s, J 2000


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2. ivvm

Who (colleagues, experts, organisations) could be a partner in organising a global education action?

Is it possible to involve people rom dierent social and cultural contexts (e.g. communities, religious

groups)?

How and in what orm could all the partners be involved in the planning and implementation o the

global education action?

What role should the dierent partners play? Do they have the capacity to do their tasks?

How is the cooperation process organised? Is there an atmosphere o respect and participatory

cooperation? Is it certain that all partners can identiy with the process and the outcome?

3. m c

Is there an appropriate relationship between the content and the type / ormat o the action?

Does the type / ormat o the action make active involvement o participants possible?

Are the location and environment during the global education action adequate?

4. lc

timig: Is the global education action planned well in advance? Has the date (weekday, related to other

events the same day) o the action been adequately chosen?

Bdge: Is external unding or undraising necessary (e.g. or room hire, ees)? The budget issue should beclaried between all the partners.

hma esoces: Is there sucient support rom people or the action?

5. pc r M

What kind o promotion (e.g. fyers, posters, radio or TV spot) is planned or the global education action?

Is it possible to involve local, regional or national media in promotion?

6. s

What kind o documentation (or the participants) is planned?

Is any kind o ollow up activity expected?

7. ev

What kind o evaluation o the action is planned?

Is evaluation o the teamwork planned?


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Criteria for seleCting and eValuating resourCes

a m , m . i m w, c c

; c c m w w

c. t v m wv w w c c

cc cv.

hwv, m c c c c c cmm

c c m -m c. sm c c v

c, c m cc mc . o c, c, w m xc c w ccc m w c

w w w v c m.

1. Using a resource with a learning group

C c cc . t m cc:

To the learnersage gop - not too simple, not too complicated, not too childish, not too serious.

To the learnerslagage leel- i they do not understand the instructions o a resource, they cannot

participate. I the instructions are too simple, they will eel that you do not consider them clever enough

or old enough to use the resource.

To the abiliies o all learners, especially in mixed-ability groups. It is not useul to try a resource, i one isnot sure that learners can do it.

To the groups cle diesi- not too oriented to a specic culture, especially i the group is multi-

cultured, as learners may not understand or may misunderstand the content.

To the groupsieess- a resource which is very interesting to the educator or trainer may be boring

or the learners.

2. Format

i c c , m, c m c, w cc :

easily packed

easily transported by hand or in luggage easily opened, set-up, ready or use

easily used in the space provided or the purpose

easily applicable in the time rame o the activity


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i c cc m, w cc :

there is available equipment (computers, internet connection, etc) in the learning environment

the ormat is compatible with the unit available or the activity

the resource can be quickly and easily installed

data are easily accessible to everybody

3. Format and content

a c:

is fexible or use in dierent situations

can be adapted to dierent situations

can be easily modied, i needed

can be easily translated, i needed, into another language

4. Content

a c c:

raises issues or discussion on global education themes

provokes questions on stereotypical points o view

gives realistic but positive perspectives

includes others perspectives

improves the learning environment

5. Objectives and expectations

a c cv:

challenges both the educator and the learner group to use it

helps educators to achieve their objectives in a more interesting, stimulating way

helps learners to meet the objectives and gain knowledge

corresponds to educators and learners expectations, but may surprise in a pleasant way

stimulates creativity

is appropriate to the content and the context o the activity

a c cv:

gives an appetite or learning more

opens prospects or new activities


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inspires the use o another global education resource

helps to develop a critical view (positive or negative) on other resources

helps to build criteria or selecting resources

enables learners and educators to refect and improve their learning methodology

6. Impact

a c j :

it may be unny or serious

it may contain simple or complicated ideas it may make us laugh or cry

but it surely provokes critical refection

7. How to use it

a c c:

provokes participation

can be used by everyone

is presented in a way that respects the user

awakens users creativity

seeks interactivity shows you how to take care o it

8. Beore choosing a resource

I possible, ask the opinion o other educators who have used it. But do not orget that the use o the

same resource is never the same, because it depends on dierent learning conditions and unanticipated

actors

Try it rst in small groups to test that it works. It is less inconvenient to change your plans in a smaller

than in a bigger group, i something goes wrong

Put yoursel in the learners position and think i you would like to learn rom this resource

Calculate the cost o the resource and the budget needed or your whole project

9. Ater using a resource

think i it helped you achieve your objectives

refect on the questions raised

measure the impact on your learning group

nd the added value o your activity, in terms o global education issues.


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neVer orget that a resourCe is Just

a resourCe. the beneits o a resourCedepend on:

How you use it

How long you use it

How oten you use it in within the same group

How it is received by your group

What you achieve ater you have used it

Criteria for CurriCuluM design for forMal and non-forMal settings

W m c ccm c

m c w cc c x w ccm. ,

c c c m c, c w ccm w

c m c jcv. sc, c c c

w c, c c m,

c cc.

a, , c coss-cicla

pespecie, wc m c

c mm c

c c jc.

C c ccm c

w x, (a) c c

ccm (b) c c

w w ccm. i , c,

c x ccc w

m c.

Criteria on the content o a GE curriculumt c ccm c cv c, mc ,

c . t m c cv m c

c, .. vm, m, cv, x c.

a m q m w c cv

ccm, c v cv c cc

w m c:

Does the curriculum oster international understanding and develop a sense o global responsibility?

Is the curriculum mostly ethnocentric, national or European oriented or is it multi-culture oriented and

characterised by a global vision and understanding o the world?

Does it give emphasis to the investigation o the causes o confict and violence and the conditions opeace in individuals, institutions and societies, through a three-time dimension perspective?

Is it based on recognition o the historicity and interconnection o both the phenomena and knowledge

o the phenomena?

Are there links between particular issues o each science/subject and general knowledge, with a global

and historical perspective that osters undamental human values?


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Are there possibilities o links between the various subjects making it possible to investigate within a

holistic approach the interdependence between the causes and consequences o poverty and increasing

social gaps, confict and violence, human repression and social exclusion, migration and xenophobia,

unilateral development and ecological disaster, at local and global level?

Is it based on undamental knowledge and human values, while investigating communalities and

diversities between dierent perspectives?

Does it take into consideration the dierent cultural backgrounds o the learners and educators, in a

positive and constructive way o building on existing knowledge coming rom dierent sites o our global

world?

Does it help learners to develop social literacy skills or dealing constructively with worldwide problems

on a variety o scales and levels rom the personal to the global?

Is theory clearly connected to praxis, opening prospects or learners to act as responsible global

citizens?

Does it incorporate participatory strategies and macro/micro perspectives in present world problems

as a way o interaction, as a great development axis or working projects, as elements or discussion

and analysis among learners, preparing them to be active members o society looking or solutions in

solidarity?

Does it include strict guidelines or teaching methods, selecting resources, good practices or is it avourable

to a large variety o resources and methods, while proposing a great spectrum o examples o good

practices and resources? Do various subject areas oer a range o learning opportunities or a uture dimension, including

open-minded enquiry on issues related to building a more secure, just, peaceul and sustainable world

society?

Is there a fexible ramework allowing the exercise o various methods and the use o multiple resources?

Does it give possibilities or interaction and learning rom each other?

Are there possibilities or working towards a unity o learning between the ormal and non-ormal

curriculum?

Is there enough space and liberty or extracurricular activities, compatible with the aims o the

curriculum?

Does it give particular importance to the development o lielong learning skills which will strengthen the

peoples aptitude to participate in synergies acting or social and sustainable development?

In each part o the curriculum, is the knowledge o the only truth given, or is it possible or the learning

group to discover knowledge through a dialectic approach based on research, doubts and questions?

Does it investigate the progressive, dynamic development o knowledge at global level? Moreover, does it

oster the evolutionary process o humanity towards solutions o common problems through partnership

and solidarity?


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Criteria on the procedure ollowed when designing a GE curriculum

g c m xc fc c w

c ccm. t w q m ccm

c c c:

1. i w c c, cv, cv, mcc c? a

c v vv c c? ec:

Are the educators actively involved?

Are they considered not just as the multipliers or executors o a pre-decided programme, but as partners in thedecision-making process?

Is it obvious that the educators need to take the responsibility o participating in the process o curriculum design,

as equal interlocutors with other relevant players in educational policy?

Are the learners actively involved?

I global education aims to create responsible global citizenship through active participation, isnt it necessary or

learners to be considered as partners in the decision-making process on curriculum design in both ormal and

non-ormal education?

Are dierent culture and social groups equally represented?

I global education aims to develop respect towards cultural and social-economic dierences and educate people

to learn to live with others, how can we include in the curriculum the real aspects and issues o our globalised

world, i not by involving representatives o dierent groups in the decision-making process? Contributions rom

dierent points o view coming rom people with dierent cultures and social backgrounds are undamental or a

multi-perspective view, especially in our multi-cultural, ragmented societies.

2. d w c cc vv ccm ?

critical towards inormation, stereotypes and conventional resources

non-dogmatic and open-minded

capable o dialogue and respect or dierent opinions

skilled in analysing global realities and recent social data

gited with values and attitudes o global citizens

disposed to evaluate existing resources and search or new ones

responsible or undertaking such a task

inspired by and committed to global education challenges


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3. i ccm c c w c m? a cc

c jc m w mm w c

mw? a c jc cmm w c c

w c ? i v w v jc c w w

w q cc m v c, w

cv, cv c c?

4. i ccm c v c vm? i fcv

m, cv, cv m? Mv, v,

?

5. d ccm c c v c m

m c? hv c () v, mv v ()

x v -v?

6. d ccm c m -m c c mm

c?

7. a c v ccm c ?

8. i mcm w- c, v mw c, -

cc, v c cc w cm m?

eValuation

ev c c c, wc mw c

w cv c mm vv . ev

. i c, v- fc/c c, c

m , c , mv q m

c vm.

t v c c mm w, m c c

cv jc, m c , v cm .

What is the subject o the evaluation process?

a c c m v - m, c, ,

vm, ccm , c cmc, w, c, ,


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cmmc , vvm, mc c , c. W m

c w c m c vm

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A. why DO wE nEED EvALuAtIOn In GLOBAL EDuCAtIOn?

Is evaluation really necessary or practitioners in global education?

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How do practitioners oten eel about evaluation?

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54

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What is the purpose o an evaluation process?

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to be more aware and refect on their methodology or strategy

to check the appropriateness o the project to the learning group to understand the impact o the resources they apply in the learning process

to measure the eectiveness o their methods

to measure changes in skills and knowledge

to measure changes in attitudes and behaviours

to analyse and synthesise the relationship between aims and methods

to get eedback and improve uture activities

to reconsider and then try to solve a problem in a cooperative way

to re-think their practices and make necessary changes

to eel valued and be more inspired or urther actions

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measuring the eectiveness o a process in relation to its aims and objectives

measuring changes in skills and knowledge in relation to methods and resources

measuring changes in attitudes on peoples behaviour in relation to methods and resources

achieving recognition and visibility or a project

collecting good practices

enhancing the experience rom one project to other

conducting a comparative analysis o dierent methods used in a project

building a common understanding o the project

analysing the results in relation to past experiences

sharing the results with dierent groups o people concerned (i.e. partners) to maximise the potential o

experiences

und-raising purposes


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comparing similar activities in other countries which are closed to similar situations

enhancing the demand or policy changes at local, regional or national level

strengthening institutional work in terms o quantity and quality

inspiring more and better action and networking

increasing the capacity or development via qualitative criteria

B. whAt kInD OF EvALuAtIOn IS APPrOPrIAtE tO Our wOrk?

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Sel-evaluation, internal and external evaluation

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Sel-evaluation

Sel-evaluation is absolutely necessary to review and improve our own methods. It demands skills o sel-knowledge

and sel-criticism. It is based on the natural will or sel-development and lie-long learning. When people conduct a

sel-evaluation, they have a sense o engagement and responsibility towards the whole o their work.

Sel-evaluation is never enough or an evaluation process but it is necessary or practitioners in order to be aware

o their own work. It is a starting point in the process o evaluation - re-thinking our own commitments and

perormance related to a specic activity. Furthermore, we need to remember that a practitioner acts within a

context, in interconnection with other actors related to his work. So sel-evaluation has its own limitations and is

more dynamic when combined with other orms o evaluation, measuring other elements o the learning process.

Sel-evaluation concerns not only practitioners but also learners. While the learning process is under way, learnersanalyse their personal development in terms o awareness on global issues. Global education, as learning that

transorms, enables learners to be aware o their own thoughts, eelings and actions and also understand their level

o social responsibility and commitment towards the challenges o our globalised world.


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56

Internal evaluation

Internal evaluation can help teamwork within the learning or working group and supports institutional networking

and development. It demands trust and condence, continuous cooperation and encouragement between people

in the group. The obstacles are oten peoples resistance, competition within the group, lack o time or unwillingness.

That is why clear, objective indicators need to be set up by the team and also why participatory methods during

the entire process are more convenient. People must get involved in the internal evaluation process with the

eeling that the whole process belongs to them, so they become refective practitioners.

Learners, as members o the global education learning group, have an important role to play in the internal

evaluation process. They need to participate on an equal basis giving their own point o view on the learning

process, according to their expectations and needs.

The external evaluation

The external evaluation is more objective and has to be based on widely accepted norms and standards. Sometimes

external evaluation rightens people, because weaknesses o their work cannot be hidden. In that case, people

should be encouraged to understand that evaluation is undertaken with the only purpose o improving and not

criticising the work done. I the evaluator is seen not only as a critical r iend with methodological competences

in global education, but also as somebody that, due to his or her role, needs to keep the necessary proessional

distance and to coordinate the dierent processes, the external evaluation will provide the team with the necessary

inputs to improve its work.

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Initial, ormative and fnal evaluation

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Qualitative and quantitative evaluation

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C. hOw tO COnDuCt thE EvALuAtIOn?

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Identiying the subjectFirstly we need to identiy what we want to evaluate and what it is possible to evaluate. Bearing in mind that it is

easier to assess changes in knowledge and skills than long-term changes in values and attitudes, the subject o the

evaluation has to be specic and measurable, within the context o our work. Values and attitudes are not easily

measurable, so we may dene topics or evaluation in relation to them (i.e. changes in specic behaviour). More

than that, we can evaluate some o the issues o our activity or project related to our aims and objectives, and not

necessarily the whole programme. Thereore, in public policies and long-term programmes, in the evaluation o


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the whole it is oten necessary to analyse the impact o global education within a specic context, and then refect

on education policy and improve the whole programme within a holistic approach.

Defning criteria and indicators

Criteria and indicators have to be decided beore selecting the evaluation method. It is also necessary to distinguish

between criteria and indicators. A criterion is set up by questioning ourselves about the issues o our subject in

relation to the quality o our work, when an indicator is set up by answering the question how do we measure this

criterion?. For example, a criterion on the impact o a simulation activity is the degree o refection provoked, which

has to be related to our aims. The relevant indicator may be the number o questions asked by the par ticipants or

the number o participants who reacted by questioning or by expressing themselves.

Selecting method and collecting data

There are dierent methods o evaluation related to a global education methodology. Choose what is appropriate

to your work within a wide spectrum o methods, preerably participatory. Peer reviews, pilot evaluation, case

studies, context analysis, S.W.O.T. analysis, impact assessment may give you the ramework. Then apply to your

evaluation process interviews, consultations, team visits, participatory activities, discussion workshops, debates and

observations ollowed by discussion group work. Ask your learning group to answer questionnaires, write learning

diaries, organise a portolio, prepare individual or group reports or other documents, collect data or make an

evaluation photo or a poster. When evaluating a global education project or activity, it is essential to use evaluation

methods in accordance with the learning methods. Participatory activities, like a World ca or moving in space to

express our opinion, or round-table discussions are particularly encouraged.

Interpreting and analysing inormation

The next step ater collecting data is the interpretation and analysis o the inormation within the areas o

perormance we have chosen to ocus on and in relation to our criteria and aims. When analysing the inormation

coming rom an evaluation process, it is important to distinguish between the aims o the evaluation and the aims o

the project or activity evaluated. It is also important to try to understand the unseen and unsaid in the inormation

coming rom people involved, also in relation to the learning environment and our methods.

Communicating the results

A participative process means that all people concerned should learn the results o the evaluation process, discuss

them and cooperate or the next step.

Developing strategies or improvement

As already mentioned, evaluation is not an end in itsel. The result o the evaluation should be used to refect on

our methodology, generate new perspectives and new objectives and develop strategies or the improvement o

our work.


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c h a p t E r E

biblioGraphy & rEsourcEs


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60 b & rc

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o (CdCC). Cc e, s, 2000

bj-rc, ljc - Dama I Edcaio, M CedeuM, b, 2001b, C.i. - Compeesie Mliclal Edcaio, a & bc C., b-l/t, 1990

b, C. - Segeig Mliclal ad Global Pespecies i e Ciclm , a. k. M (.),

Beod Mliclal Edcaio: Ieaioal Pespecies, d e l., C, a, 1992

b, a, Execices po aces e o-aces, e. M, p, 1978

b, a - teae o e Oppessed, e. t Cmmc g, nw y, 1985

bw, h.d. - O tac o Ce 21. s cc, usa, 1990

Cz, a. - toads Global Leaig. O Democac ad Edcaio, uv r/sc

ec, r, a. i c (2007-08)

C, k. - Global edcaio ad Foeig Lagage teacig : teo & Pacice, J c g

ec, t uv n. 24 oc 1990

d, p - Fdameele siiice ale ei pedagogii ieclale, ec c. ex,

c, , pm, i, 1999

d, p., px, C., r, Mc - Ieclal Edcaio. Expeieces, policies, saegies, pm, i,

1999

dea: Eecieess i Global Edcaio, ://www...//jc /cv

d, J. a - u so es cac dedas, p,e. o Jc, 1996

e,r. - te Calice ad e Blade, h rw, s cc, 1988

, p - Pedagog o Oppessed, nyC, 1982

, y. - teacig Global Isses og Eglis Moies, g i l ec nw.

n. 30, Mc 1998, t, J


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g, J - Cofic tasomaio b Peacel Meas, gv, onu, 2000

gene-g ec nw e - Leaig o a Global Socie. Ealaio & Qali i Global Edcaio,

pc gene cc, l sm 2003

hv, M -A Iodcio o e Debae o Peace Edcaio, i rvw ec, 29, 3,

1983

hv, M. - te Sbsace o Peace Edcaio, i ec, 1995

h, h - Les Geos de lcole. Po e dcaio ieclelle, es, p, 1987

hv, r. -A Aaiable Global Pespecie, C W/pc s, nw y, 1975

hm, d. - Oeseas tos o reseac Social Isses. t l tc. V. XVii n. 5 M 1993,

t

k, W. -A Ciical reie o e So hiso o Global Edcaio, nw y : amc m g ec,

1985

M, a. - Global Isses i ELt. pcc e tc. V 13 n. 2, dc.1992, l

M, a.J. - taellig e upaed road o Democac om Commism: a Coss-clal pespecie o

Cage, h ec e, XXiii, 1, unesCo, 1998

Mz, M-C - Les paiqes ieclelles e dcaio, J. dm, e.M.l (c.),

Lcole cooe a la diesi clelle, g c m, tz, p, 1999

n lm, n / sc, k e - refexiospobleme im Eziegsssem, / M.: sm

1999

pv, J. - teacig wold Isses, d ym nw, t, Mc 1993

rc, e. - toad e 21s Ce, nw y, 1973

r, Mc - Pige e d de lieclalisme, ec m, 75, 1984

scf, a M v C bm n scc - Ealaio globaleLees. e a, s, b W, 2002

tf, av -Al eilea al, e c, bc, 1983

t, a - Fax e ais poblmes, u c m? l mcm , e

l dcv, p, 1996


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62 b & rc

global eduCation resourCe list

Books

dw, n. - Leaig e Sills o Peace-maig, Jm p, usa, 1995

e, p. - woldas: Bigig e wold Io yo Classoom, a- W, usa, 1987

,s. & hc, d. - wold Sdies, ov & b, nw y, 1985

hc, d & s, M. -Maig Global Coecios, ov & b, nw y, 1989

k, W. - nex Seps i Global Edcaio, nw y, 1987

lw, b. - te kids Gide o Social Acio, s, usa, 1998

M, s. - hads aod e old: clal aaeess & global espec, Wm e., 1992

p, g.& s, d. - Global teace , Global leae, h & s, l, 1988

p, g. & s, d. - I e global classoom, p p, t, 1999

Resources

Appede ie esemble. u pogamme ieclel e ieeligiex po leseigeme de liqe. Fodaio

Aigao e collaboaio aec e sos lgide de luesco e luice, 2008

Seice Leaig: Lessos, Plas ad Pojecs, hma rigs Edcaio Pogam, Ames Ieaioal & hma

rigs Edcaio Associaes, hrEA, Mac 2007


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CounCil of europe eduCational resourCes

CoMpass

COMPASS has been produced within the ramework o the Human Rights Education Youth Programme o the Directorate

o Youth and Spor t o the Council o Europe. The programme aims to put human rights at the centre o youth work and

thereby to contribute to the bringing o human rights education into the mainstream.

p://ecb.coe.i/compass

doMino

A manual to use peer group education as a means to fght racism, xenophobia, anti-semitism and intolerance.

See also Alien 93, Youth organisation combating racism and xenophobia.

p://ecb.coe.i/domio

eduCation paCk

Idea, resources, methods and activities or inormal intercultural education with young people and adults.

p://ecb.coe.i/edpac

eXploring Childrens rights, Lesson seqences for primary schools

p://.coe.i

huMan rights eduCational faCt sheets

The European Convention on Human Rights - starting points or teachers

p://.coe.i

t-kits : trainin g kits

The training kits are thematic publications wr itten by experienced youth trainers and other exper ts. They are easy-to-use

handbooks or use in training and study sessions. T-Kits are produced by the Youth Directorate.

p://.coe.i

european Charter for deMoCratiC sChools Without ViolenCe

Upon the initiative o the Council o Europe, young people rom across Europe have prepared the European Charter or

Democratic Schools without Violence on the basis o the undamental values and principles shared by all Europeans, inparticular those set orth in the Council o Europes Convention or the Protection o Human Rights and Fundamental

Freedoms.

p://.coe.i

___________________________

M : www.c.


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a p p E n d i x 1

maastricht GlobalEducation dEclarationEUROPEAN STRATEGY FRAMEWORKFOR IMPROVING AND INCREASING GLOBALEDUCATION IN EUROPE TO THE YEAR 2015


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66 ax 1 Mc g ec dc

the MaastriCht global eduCation deClaration

Europe-wide Global Education Congress,Mc, t n, nvm 15 17, 2002

Achieving the Millennium Goals,

Learning or Sustainability,

Increased commitment to global education

or increased critical public support

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1. Recalling:

International commitments to global sustainable development made at the recent World Summit on Sustainable

Development, and to the development o a global partnership or the reduction o global poverty as outlined inthe UN Millennium Development Goals.

International, regional and national commitments to increase and improve support or Global Education, as

education that supports peoples search or knowledge about the realities o their world, and engages them in

critical global democratic citizenship towards greater justice, sustainability, equity and human rights or all (See

Appendix 1).

The Council o Europes North-South Centre denitions o Global Education (2002)

Global Education is education that opens peoples eyes and minds to the realities o the world,

and awakens them to bring about a world o greater justice, equity and human rights or all.

Global Education is understood to encompass Development Education, Human Rights Education,Education or Sustainability, Education or Peace and Confict Prevention and Intercultural

Education; being the global dimensions o Education or Citizenship.

2. Prooundly aware o the act that:

Vast global inequalities persist and basic human needs, including the right to education (as mentioned in the

Dakar declaration on Education For All), are not yet met or all people;


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ax 1 Mc g ec dc

Democratic decision-making processes require a political dialogue between inormed and empowered citizens

and their elected representatives;

The undamental transormations o production and consumption patterns required to achieve sustainable

development can only be realised i citizens, women and men alike, have access to adequate inormation and

understand and agree to the necessity to act;

Well conceived and strategically planned Global Education, which also takes account o gender issues, should

contribute to understanding and acceptance o such measures.

3. Recognising that:

Europe is a continent whose peoples are drawn rom and are present in all areas o the world.

We live in an increasingly globalised world where trans-border problems must be met by joint, multilateral

political measures.

Challenges to international solidarity must be met with rm resolve.

Global Education is essential or strengthening public support or spending on development co-operation. All

citizens need knowledge and skills to understand, participate in and interact critically with our global society as

empowered global citizens. This poses undamental challenges or all areas o lie including education.

There are resh challenges and opportunities to engage Europeans in orms o education or active local, national

and global citizenship and or sustainable liestyles in order to counter-act loss o public condence in national and

international institutions.

The methodology o Global Education ocuses on supporting active learning and encouraging refection with

active participation o learners and educators. It celebrates and promotes diversity and respect or others and

encourages learners to make their choices in their own context in relation to the global context.

4. Agreeing that:

A world that is just, peaceul and sustainable is in the interest o all. Since the denitions o Global Education above

include the concept o Education or Sustainable Development, this Strategy can be included in ollow-up to the

recent World Summit on Sustainable Development and serve as a preparation or the UN decade or Educationor Sustainable Development starting in 2005.

Global Education being a cross-sectoral obligation can signicantly contribute to achieving these commitments.

Access to Global Education is both a necessity and a right. This will require:

Increased and improved co-operation and co-ordination between international, national, regional and local level

actors;


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68 ax 1 Mc g ec dc

The active participation and commitment in the ollow-up to this Congress o all our categories o political

actors parliamentarians, governments, local and regional authorities as well as civil society (the quadrilogue) which

are involved in the ongoing useul political discussion in the ramework o the North-South Centre;

Signicantly increased additional unding, on national and international levels;

Increased support across Ministries o Development Co-operation, Foreign Aairs, Trade, Environment and

particularly Ministries o Education to ensure ull integration into curricula o ormal and non-ormal education at

all levels;

International, national, regional and local support and co-ordination mechanisms;

Greatly increased co-operation between North and South and between East and West.

5. Wish to commit ourselves, and the member states, civil society organisations, parliamentary

structures and local and regional authorities that we represent to:

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ax 1 Mc g ec dc

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appendiX to the european strategy fraMeWork doCuMent:

b o ex C r n ic imv g ec, w c:

The agreement made at the World Summit on Sustainable Development 2002 including recognition that the

achievement o the internationally agreed development goals, including those contained in the Millennium

Declarationwill requiresignicant increases in the fow o nancial resourcestoeducation and awareness

raising (par 75), and to integrate sustainable development into education systems at all levels o education in

order to promote education as a key agent or change (par 104), as well as the adoption o a decade o education

or sustainable development, starting in 2005;

Chapters 35 and 36 o Agenda 21 concerning Promoting Education, Public Awareness and Training;

The Global Education Charter o the North-South Centre o the Council o Europe, encouraging the development

o synergies between varieties o Global Education human rights education, peace education, development

education, environmental education, learning or sustainability;

The Aarhus Convention on the Right to Access to Inormation, Public Participation in Decision-Making and Access to

Justice in Environmental matters, with its rights-based approach to learning or sustainability;

Commitments to the right to human rights education contained in international and regional human rights

instruments, including the Council o Europe Recommendation on Teaching and Learning about Human Rights in

Schools (1985); the UNESCO Montreal declaration on HRE (1993); the Vienna Declaration (1993); the UNESCO

Integrated Framework o Action on Education or Peace, Human Rights and Democracy (1995); and the Plan o

Action o the UN Decade o HRE : 1995 2005;

The Declaration and programme on Education or Democratic Citizenship, based on the rights and responsibilities

o citizens o the Committee o Ministers o the Council o Europe (Budapest, 1999);

The recent Recommendation o the Committee o Ministers o the Council o Europe to member states regarding

Education or Democratic Citizenship, and the Council proposals to designate a European year o Citizenship

through Education (July 2002);

The Development Education Resolution o the Council o Development Ministers o the European Union (November

8, 2001), encouraging increased support or development education and exchange o inormation and experience

on development education between governments and civil society actors;


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The OECD DAC Senior Level Meeting (December 2000) proposals that DAC encourage member states to develonational targets on development education spending as a percentage o ODA spending;

The co

Global Education Guidelines Web

Documents

Transcript of Global Education Guidelines Web