f(x)=Library

• HEGOA. DEVELOPMENT EDUCATION. The neglected space of cooperation

  Development, education and participation have always been part of humanity’s history. All past and present societies have established norms to coexist, increase the community’s chances of survival and improve the quality of life for the group and its individuals…

  • HEGOA01ENG
  • HEGOA01SP
• UNESCO: RECOMMENDATION CONCERNING EDUCATION FOR INTERNATIONAL UNDERSTANDING, CO-OPERATION AND PEACE AND EDUCATION RELATING TO HUMAN RIGHTS AND FUNDAMENTAL FREEDOMS

  In order to enable every person to contribute actively to the fulfilment of the aims referred to in paragraph 3, and promote international solidarity and co-operation, which
  are necessary in solving the world problems affecting the individuals’ and communities’ life and exercise of fundamental rights and freedoms, the following objectives should be regarded as
  major guiding principles of educational policy
  (a) an international dimension and a global perspective in education at all levels and in all its forms;
  (b) understanding and respect for all peoples, their cultures, civilizations, values and ways of life, including domestic ethnic cultures and cultures of other nations;
  (c) awareness of the increasing global interdependence between peoples and nations;
  (d) abilities to communicate with others,
  (e) awareness not only of the rights but also of the duties incumbent upon individuals, social groups and nations towards each other;
  (f) understanding of the necessity for international solidarity and co-operation;
  (g) readiness on the part of the individual to participate in solving the problems of his
  community, his country and the world at large.

  • UNESCO Recomendation International Understanding Education.pdf
  • UNESCO Recomendación Educación Comprensión Internacional.pdf
• A SURVEY ON FUNDING AGENCIES AND DEVELOPMENT EDUCATION In Belgium, France, Germany (Federal Republic) and the UK

  The aim of this study is to examine the relationship between certain orfanizations and certain tasks to be accomplished. The organizations and tasks concerned, are repectively, non –governmental funding agencies (abbreviated as F.A.) and development education (abbreviated D.E.)
  The problema as a whole entails two working assumptions:
  - An improvement in Develompment Education in western countries in highly desirable;
  - Funding Agencies have a real and potential influence in stimulating awareness of world problems.

  • FRASCATI01SP


• WAYS OF SEEING: THE ORIGINS OF GLOBAL EDUCATION IN THE UK

  Several official publications in the UK highlight the need for a global dimension within the school curriculum. The origins of this concern lie in the work of progressive/radical educators some forty years ago who argued that a number of crucial global issues, such as the environment, world development, peace and conflict, were missing from formal education. As a consequence there arose a number of educational fields or issue-based educations each of which had an interest in the curriculum becoming more global. The purpose of this paper is to reflect on the origins of global education in the UK and its relationship with other issue-based educations that emerged in the 1970s, such as development education, peace education and futures education. It will look at what can be learnt from these fields and how they can contribute to newer initiatives such as education for sustainable development and global citizenship.

  • HICKS01SP
  • HICKS01ENG
• GLOBAL DIMENSION IN SECONDARY SCHOOLS.

  Learning about global and development issues has been a feature in many
  secondary schools for years, growing in prominence since 2000. In this decade,
  ‘global dimension’ became the main term used in policy interpretation of these
  issues.
  How this term is interpreted in schools, what a ‘global dimension’ looks like and
  what impact it can have on students, teachers and the life of a school are the
  focus of this research paper. It aims to draw together and add to the existing body of published and unpublished material, drawing on interviews with teachers and on questionnaires with a broader range of educational practitioners.
  A key theme that emerges is that there is considerable variation in the ways in
  which the term ‘global dimension’ is perceived and articulated. Schools tend to
  personalise their interpretation and do not directly follow national guidelines, with
  no uniform policy-led definition held by those interviewed.

  • BOURN01SP
  • BOURN01ENG