Hartmeyer / Wegimont Global Education in Europe Revisited

Strategies and Structures. Policy, Practice and Challenges
1. Auflage 2016
ISBN: 978-3-8309-8527-3
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 252 Seiten

Global Education is an area of policy, practice, research and educational advocacy. It is an umbrella term that encompasses a variety of areas with differing terminologies: development education, human rights education, education for sustainable development, education for global citizenship. Global Education has become increasingly central to education policy and practice.
With this book GENE - Global Education Network Europe - marks 15 years of its work, networking policymakers for increased and improved Global Education in Europe. The book explores key issues in contemporary Global Education in Europe: issues of national strategy, of structure development, of policy learning and engagement within education systems. It outlines challenges in research, practice, policy and conceptual development, through detailed analysis of national and international case studies.
The book will be of use to policymakers, educationalists, researchers, and practitioners in the fields of education, international development, human rights and sustainability. GENE intends it as a contribution to the ongoing dialogue in this field, towards the day when all people in Europe - in solidarity with peoples globally - might have access to quality Global Education.

Autoren/Hrsg.

Hartmeyer, Helmuth

Wegimont, Liam

Inhaltsverzeichnis

1;Book Cover;1
1.1;Contents;5
2;Introduction and Acknowledgements;9
3;Global Education in Europe: European Policy Development. Growing Access in Europe for Global Education (Helmuth Hartmeyer, Liam Wegimont);13
3.1;1. Introduction;13
3.2;2. Europe-wide Global Education Congress (Maastricht 2002);14
3.3;3. Conference “Learning for a Global Society” (London 2003);16
3.4;4. European Conference on Public Awareness and Development Education, “Education for North-South Solidarity” (Brussels 2005);16
3.5;5. The Helsinki Conference on European Development Education (2006) – The European Consensus on Development: The contribution of Development Education and Awareness Raising (2007);17
3.6;6. DEAR (Development Education and Awareness Raising) in Europe (Study of the European Commission 2010);18
3.7;7. The Espoo Finland Symposia (2011, 2014);19
3.8;8. Lisbon Congress on Global Education (2012);21
3.9;9. The Hague International Symposium on Global Education (2012);21
3.10;10. More recent initiatives;22
3.11;11. Progress made and now to build on this;23
3.12;References;24
4;Global Education in European Countries: National Strategy Development. Overview: Strategy Development in Europe;25
5;Developing and Implementing a National Strategy for Global Learning in Austria (Helmuth Hartmeyer);27
5.1;Abstract;27
5.2;1. Introduction;27
5.3;2. Global Learning in Austria from early beginnings to the present;28
5.4;3. Developing a national strategy;30
5.5;4. The impact of engaging with the strategy;33
5.6;5. Concluding;33
5.7;References;34
6;A National Strategy for Global Development Education in the Czech Republic. An Initiative from Below Meeting Development from Above (Petra Skalická, Lenka Sobotová (revised by Zuzana Hlavickova));37
6.1;Abstract;37
6.2;1. From the Velvet Revolution to reforms;37
6.3;2. European Union, Ministry of Foreign Affairs and Civil Society: GDE – Move to Quality;38
6.4;3. National strategy for GDE in the Czech Republic: the value of the process and a common understanding;40
6.5;4. Towards the sustainable development goals;41
6.6;5. The benefits: cooperation, partnership, networking;42
6.7;6. From theory to practice;43
6.8;References;45
7;A Portuguese Strategy for Development Education. From Recent Experience to New Challenges (Luísa Teotónio Pereira);47
7.1;1. Introduction;47
7.2;2. Fundamental decisions;49
7.3;3. New challenges;55
8;Global Education in European Countries: National StructuresGENE Overview of National Structures. (Jean-Marie Krier);59
9;Global Education in Belgium (Dirk Bocken);63
9.1;1. Introduction;63
9.2;2. DGD;63
9.2.1;2.1 Vision and mission;63
9.2.2;2.2 Budgetary matters;64
9.2.3;2.3 Objectives and guidelines;65
9.2.4;2.4 In-house education programmes;66
9.2.4.1;2.4.1 Programmes on Global Citizenship Education (GCE);66
9.2.4.2;2.4.2 Other in-house programmes coordinated by BTC;68
9.3;3. Development education by third parties;69
9.3.1;3.1 Support for civil society;69
9.3.2;3.2 NGOs;70
9.3.3;3.3 Others;72
9.3.3.1;3.3.1 Media and audio-visual sector;72
9.3.3.2;3.3.2 Other partners;72
9.4;4. Regional governmental structures;72
9.4.1;4.1 DIV: Departement International Vlaanderen – Development Cooperation of the Flemish community;72
9.5;5. Education;74
9.5.1;5.1 “Education and Society” commission;74
9.5.2;5.2 Revision of the curriculum;74
9.6;6. Local authorities;75
9.6.1;6.1 The provinces;75
9.6.2;6.2 The communes and cities;76
9.6.2.1;6.2.1 Association of Flemish Cities and Municipalities (VVSG);76
9.6.2.2;6.2.2 Union of Walloon cities and municipalities (UVCW);77
9.6.2.3;6.2.3 Association of the city and municipalities of Brussels(AVCB-VSGB);77
9.6.2.4;6.2.4 Municipal Council for Development Cooperation (GROS);78
9.7;7. Challenges;78
9.8;References;80
10;Germany: Global Education for a Sustainable Future for Everybody (Anita Reddy);81
10.1;1. Main political guidelines;81
10.2;2. Learning about sustainable global development;83
10.3;3. Global education programmes;83
10.3.1;3.1 ENSA – School Exchange Programme for Global Education;83
10.3.2;3.2 The cross-curricular framework for Global Development Education;84
10.3.3;3.3 School contest “All for One World – One World for All”;85
10.3.4;3.4 ESD Expert Net;85
10.3.5;3.5 Education meets Development;85
10.3.6;3.6 Global Education in the regional offices of Engagement Global;86
10.3.7;3.7 Funding Programme for Development Education in Germany (FEB);86
10.3.8;3.8 African-German Youth Initiative – Youth exchange for global partnerships and education for sustainable development (AGYI);87
10.4;4. Municipal development policy;87
10.5;5. Prospects;88
10.5.1;5.1 Content and the people involved;88
10.5.2;5.2 Methodological considerations;89
10.6;Reference;90
11;Global Education in Poland (Janina Moryc, Patrycja Szewczyk);91
11.1;1. Institutional context: key ministries and coordinating bodies;91
11.2;2. Development Cooperation Act;93
11.3;3. Multi-stakeholder process on Global Education;93
12;Global Learning in Education Systems Overview: Moving from “Targeting” to Integration, Coordination, Engagement and Change;95
13;Short History of Global Education in Finland. From the Perspective of a Curriculum Developer (Liisa Jääskeläinen);97
13.1;Abstract;97
13.2;1. The Universal Declaration of Human Rights as the ethical foundation of the 1960s school reform;98
13.3;2. UNESCO Recommendation Concerning Education for International Understanding of 1974 and the curricula of the early 1980s;99
13.4;3. Early 1990s: Focus on Europe and the environment;101
13.5;4. National core curricula of 2003 and 2004 and the collaboration with the Ministry for Foreign Affairs: Internationalisation covers all aspects of social development;104
13.6;5. Cooperation with GENE;106
13.7;6. Finland’s new Basic Education Core Curriculum – towards the competences of a global citizen;109
13.8;References;111
14;The DICE Project in Ireland. Development Education and Intercultural Education (Maeve Martin, Aoife Titley, Siobhán Sleeman);115
14.1;1. Introduction;115
14.2;2. Governance and support structures;116
14.3;3. Concepts and themes explored by DICE;117
14.3.1;3.1 Development Education;118
14.3.2;3.2 Intercultural education;120
14.4;4. Allied DICE activities;121
14.5;5. Current DICE priorities;122
14.6;6. Conclusion;123
14.7;Reference;123
15;Sustainable Implementation of Global Awareness in Educational Systems. A Dutch Contribution (Frans van den Boom, Jos Zuylen);125
15.1;Abstract;125
15.2;1. Introduction;125
15.3;2. Global awareness defined;126
15.4;3. Global awareness in Dutch society, a paradigm shift;127
15.5;4. A review of global awareness in the Dutch educational system;129
15.6;5. The work of the NCDO in the Netherlands;130
15.7;6. An analysis of the educational system in the Netherlands;130
15.8;7. Conclusions and Recommendations;137
15.8.1;7.1 Government level;137
15.8.2;7.2 School level;137
15.8.3;7.3 Educational learning level;138
15.9;References;138
16;The Global School in Sweden. Educating Schools for Global Sustainability (Victoria Palmgren);143
16.1;1. Introduction;143
16.2;2. What can the Global School offer?;143
16.3;3. How does the Global School operate?;144
16.4;4. Global journeys;144
16.5;5. Who can take part in the programme?;145
16.6;Reference;145
17;Pan-European Perspectives in Global Education – Differing Stakeholders and Sectors. Overview: Shifting European Perspectives;147
18;NGOs in Global Education. From Promoting Aid towards Global Citizen Empowerment for Change (Johannes Krause);149
18.1;Abstract;149
18.2;1. NGOs in Global Education – local, national and European level;149
18.3;2. Campaigning/Advocacy and Global Learning – achievements of and challenges for NGOs;151
18.4;3. Trapped in the aid industry?;155
18.5;4. Towards “Global Citizenship – Empowerment for Change”;157
18.6;References;159
19;Developing a Research Culture for Global Learning (Doug Bourn);161
19.1;1. The impact of the journal;162
19.2;2. Moving from evaluation to research;163
19.3;3. Promoting a culture of research;164
19.4;4. Raising the profile;165
19.5;5. Relationship of Theory and Practice;166
19.6;6. Contribution to educational and development goals and objectives;166
19.7;7. Challenges and priorities;167
19.8;References;167
20;Progress and Development through the European Global Education Peer Review Process (Eddie O’Loughlin, revised by Helmuth Hartmeyer);171
20.1;Abstract;171
20.2;1. Background to the European Global Education Peer Review Process;171
20.3;2. Sharing learning through the European Global Education Peer Review Process;172
20.4;3. Steps in the Global Education Peer Review Process;173
20.5;4. Specific National Review Processes;175
20.5.1;4.1 Cyprus;175
20.5.2;4.2 Finland;175
20.5.3;4.3 The Netherlands;176
20.5.4;4.4 Austria;177
20.5.5;4.5 Czech Republic;177
20.5.6;4.6 Norway;177
20.5.7;4.7 Poland;178
20.5.8;4.8 Slovakia;178
20.5.9;4.9 Portugal;178
20.5.10;4.10 Ireland;179
20.5.11;4.11 Belgium;179
20.6;5. Key benefits of the process;180
20.7;6. Summary overview of a decade of developments in Global Education as reflected in the Peer Reviews;181
20.8;7. Conclusion, future challenges and going forward;182
20.9;References;183
21;Global Education in Europe – Challenges in Practice, Policy and Theory. Overview: Practice, Policy and Theoretical Challenges;185
22;Whose Reality Counts? On Southern Perspectives in Global Education in Europe (John Y. Jones, Arnfinn Nygaard);187
22.1;1. From Rio to the MDGs;188
22.2;2. The South Evaluation of the RORG-network in Norway;189
22.3;3. Enlightening or blindfolding?;191
22.3.1;3.1 Understanding history;192
22.3.2;3.2 Understanding development;194
22.4;4. From paternalism and good will to new global realities;196
22.5;References;197
23;Global Education and Social Change. The Imperative to Engage with Different Discourses (Vanessa Andreotti);199
24;What Do We Know about Global Learning And What Do We Need to Find Out? A summary of empirical evidence (Annette Scheunpflug, Rainer Mehren);205
24.1;1. Review of the research;206
24.2;2. A model of factors influencing the effects of global learning;207
24.3;3. Factors on the user side;208
24.3.1;3.1 Parents;208
24.3.2;3.2 Youth;209
24.3.3;3.3 Non-formal education;211
24.3.3.1;3.3.1 The role of the media;211
24.3.3.2;3.3.2 The role of youth work;211
24.4;4. Factors on the supply side;212
24.4.1;4.1 Conceptual frameworks;212
24.4.2;4.2 Curricula, schoolbooks and teaching materials;213
24.4.3;4.3 Teachers;215
24.4.4;4.4 Teaching and learning processes;215
24.5;5. Learning outcomes;216
24.6;6. Outlook;217
24.7;References;218
25;Global Education. Paradigm Shifts, Policy Contexts, Conceptual Challenges and a new Model of Global Education (Liam Wegimont);225
25.1;1. Advances in Global Education in a decade, and a paradigm shift;225
25.2;2. Global Education terminology; moving from consensus to divergent discourse and dissensus;230
25.3;3. Broader policy context, research and conceptual challenges;233
25.3.1;3.1 Voices critical of GERM (the Global Education Reform Movement);233
25.3.2;3.2 Voices critical of “the false promise of global learning”;235
25.3.3;3.3 Influential figures in the field of education, globally, who have reached the same conclusions as those involved in GE did sometime ago;236
25.4;4. The need to return to foundational understandings, and a proposed new model of Global Education;237
25.5;References;240
26;Global Education in Europe. Looking Back, Looking Forward (Liam Wegimont, Helmuth Hartmeyer);243
26.1;Looking back;243
26.1.1;Policy and strategy;243
26.1.2;National Structures;244
26.1.3;Global Education in education systems and among differing stakeholders;244
26.2;Looking forward;245
27;Notes on the Authors;249