Guidebook Implementing Development Education Final

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THE EUROPEAN CONSENSUS ONDEVELOPMENT, DECEMBER 2005

Participation of civil society Civil society, play a vital role as promoters ofdemocracy, social justice and human rights.

the EU will pay particular attention to developmenteducation and raising awareness among EU citizens.

THE MAASTRICHT GLOBAL EDUCATIONDECLARATION, 17 NOVEMBER 2002

commitment to increase support to Global Education

! Active learning process

Basic awarenessaboutinternationaldevelopmentpriorities

Values :solidarity,equality,inclusionand co-operation

How ?

Byunderstandingcauses andeffects of globalissues

To:personalinvolvementandinformedactions

Change

DE as AwarenessRaising (AR)

DE as GlobalEducation

(GE)

DE asenhancementof Life Skills

(LS)

GLOBAL EDUCATION GE

Development Education

Human Rights Education

Education forSustainability

Education for Peace andConflict Prevention

InterculturalEducation

GlobalEducationEducation forSustainableDevelopmentESD)

EnvironmentalEducation,

Human RightsEducationPeaceEducation

InterculturalEducation

CitizenshipEducation


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Knowledgeunderstanding

Attitudesvalues

Skills

Behaviorpersonalexperiences

Local inactivecitizenswithoutknowledge

Empowerment/awarenessraising/

education/teaching / DE

Globallevel/ activecitizensaware ofglobalissues andneed forinvolvement

More peoplewould growand develop

More peoplewould learnand know

More peoplewould beequal and

just

More childrenwould survive

and live

More motherswould behealthier

More peoplewould be able

to combatillness

More peoplewould thinkof the future

GlobalissuesHelpdeveloping anopen-mindedglobal outlook

Changes whatpeople learnand how theylearn

Fullparticipationof all citizensin world-widepovertyeradicationand the fightagainstexclusion.

Act toinfluencemore just andsustainableeconomicsocialenvironmental human rightsbased nationalandinternationalpolicies.

Empoweringand engagingpeople inglobalcampaigns

actively dealwith themajorinternationalissues of ourtimes, and toadvocate for

a fairer world.


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endorse a multi-dimensional view of development.

Progress is measured not only by economic growth, but also by factors thatmake a direct difference to people s livesthe realisation of their human rights, eg, their rights to nutritious food, a

decent standard of health, education, and to have a say in decisions thataffect them.

adopted by many countries and international developmentagencies as a basis for their work.

This means that development programmes supported by internationalagencies will endeavour to tackle some of the most important problemsfacing poor people.

recognise that different development problems 'cross-cut'.

For example, in some countries children usually girls - spend up to fourhours a day carrying water. As a result, lack of access to clean water maymean that girls do not go to school.

reducing poverty. According to UNESCO each extra year of schooling isassociated with increased earnings of up to ten per cent.

reducing child mortality. A child born to a mother who can read is fifty per centmore likely to live beyond the age of five.

improving maternal health. Girls who are able to stay longer in education are also likely tobe able to delay the age of marriage and have more choice about the spacing of theirchildren.

turning the tide on HIV/AIDS. Women with post primary education are five timesmore likely to be knowledgeable about HIV/AIDS than are illiterate women .

In Malawi, research indicated that only 27 per cent of women with no education were aware that the risk oftransmitting HIV during pregnancy could be reduced by taking drugs during pregnancy while close to sixty percent of women with a secondary education were aware of that.

Yourexperiences

Lets hearyour

opinions

Choose an MDG

Let us knowmore about itFind a way topresent it to usso that wealwaysremember

1992,the largest-ever gatheringof world leaders, Rio de Janeiro,Brazil:117 heads of state ,178countriesNew York, September2000Millennium Summit,every country in theUN agreed to continueworking towardsglobal developmentand the elimination ofpoverty.

2001guidelines to helpgovernments to continuetheir development work:the MillenniumDevelopment Goals(MDGs).

The first 7 MDGsreinforce eachother and aim toreduce all formsof poverty

8 MDG - a globalpartnership fordevelopmentdescribes how theworld s richercountries cancontribute to achievethese goals.


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MORE to finish! Fill in the FEEDBACK with what you want your

students to read

! CHOOSE the correct answer! Create your NEXT QUESTIONS in the same way! Go to SAVE! Go to CREATE a web pagE

Your First Potato is ready!

4

Click on the word BUILDING to

mark it, then click on GAP

! In THE NEW window opened write: Where do welive in?

! In the field ALTERNATIVE CORRECT ANSWERS 1write: houses

! In the field ALTERNATIVE CORRECT ANSWERS 2write: homes,

etc. for 3

6

Click on SAVEClick on CREATE

Your first GAP-FILLING POTATO is in your hands!

7

Potato 3 CROSSWORD(the loveliest one)

! Create a NEW FOLDER for your CROSSWORDPOTATO, name it CROSS

! Start your CROSS Potato from the software (theRED one)

! Go to: MANAGE GRID AUTOMATIC GRID MAKER! Fill in your words for the crossword each one on

a new line!

! Click on ADD CLUES and add your explanation! Click OK and then SAVE and CREATE WEB PAGE

8

Now Lets GO!! Give a start of one of your Hot Pots JQuiz.! Create a new empty folder for your potato.!

Fill in your information, e.g.Title - CATS

Q1 Which of the following is NOT a cat breed?

A Birman

B Persian

C Chocolate Labrador

D Siamese

3

Potato 2 - JClose! Start the JClose potato from the software (the BLUE one)! Dont forget to create a NEW FOLDER for the new potato!! Fill in the text in the field:! Title: The Paradox of Our Age by George Carlin ! The paradox of our time in history is that we hav e taller buildings, butshorter tempers; wider freeways, but narrower viewpoints. We spendmore, but have less; we buy more but enjoy it less. We have biggerhouses and smaller families; more conveniences, but less time; wehave more degrees, but less sense; more k nowledge,but less judgment;more experts, but more problems; more medicine, but less wellness.We drink too much, smoke too mu ch, spend too recklessly, laugh toolittle, drive too fast, get too angry too quickly, s tay up too late, get up tootired, read too seldom, watch TV too much, and pray too seldom. Wehave multiplied our possessions, but reduced our values. We talk toomuch, love too seldom, and hate too often. We ve learned how to makea living, but not a life; we ve added years to life, not life to years.

5


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Guidebook Implementing Development Education Final

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