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Global Development Education a Central and Eastern European perspective

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Full-fledged citizenship education. Traditions and global frames combined ... No full-fledged global citizenship. Great dose of idealism ... – PowerPoint PPT presentation

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Title: Global Development Education a Central and Eastern European perspective


1
Global Development Education a Central and
Eastern European perspective
  • CONCORD/HAND
  • Janos Setenyi
  • setenyi_at_expanzio.hu
  • Budapest 2006.03.23.

2
Short overview
  • Central European paradoxes
  • Lessons of civic education in the region
  • The emerging way of development education in CEE
  • Areas to be developed

3
Some Central European paradoxes
  • Due to the totalitarian experience, victim
    identity
  • No colonial past, no sense of being guilty
  • Landlocked small countries, no global perspective
  • Declining demography, ageing societies
  • Overall scepticism about aid and intervention
  • Weak middle-class with a national perspective
  • Weak tradition of volunteerism and charity
  • Weak civic education

4
but at the same time
  • Between 1989 and 2009 CEE has made a
    breath-taking social and economic progress
  • Some countries (like Hungary) have become the
    most globalized economies in the world
  • 10 countries joined the EU and the world has been
    opened up for them (labour-market, communication,
    information)
  • Flourishing NGO-sector in most countries

5
Growing rich but still feeling like a victimPPP
per capita, 2005, IMF
6
No progress without linkages the pyramid of
identities
7
The experience of civic education in CEE
  • School based learning
  • Supermarket approach
  • Global contents
  • Skills and competences
  • Technical
  • Social learning
  • Full-fledged citizenship education
  • Traditions and global frames combined
  • Ideas, values, contents
  • Cognitive and emotional

8
The emerging way of development education in CEE
I.
  • Human rights education
  • Environmental protection, sustainable development
  • Intercultural education
  • Fair trade
  • Humanitarian issues
  • Social dialogue
  • Gender education

9
The emerging way of development education in CEE
II.
  • Modest ministerial support no perceived national
    interests
  • School system cross-curricular topics,
    curricular decentralization (H, PL, SL), county
    level inspectorates (RO)
  • Lack of training materials,
  • Active NGO-sector small projects, trainings,
    campaigns, advocacy
  • Adult education an untapped potential

10
The emerging way of development education in CEE
III.
  • Weak social integration
  • Supermarket approach ruling
  • No full-fledged global citizenship
  • Great dose of idealism
  • Strong cognitive and emotional content, few
    practical issues (cases, participation)
  • No reflexion to the power dimension of
    globalization

11
Will China save Africa?
12
Global education is about global democracy
13
Areas to be developed
  • Understanding global power relations (markets,
    value-chains, information, media, finance,
    oligarchies)
  • The existing global regulations (UN, WTO)
  • The European model of globalization
  • The future role of the global civil society
  • Checks and balances in a global society
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