Why Global Education

Global education is an educational perspective that emerges from the fact that today people live and interact in an increasingly globalized world. Until the twentieth century, especially at the level of public opinion, at the center there was the West, in the new Millennium the world becomes definitively and irreversibly global: every action involves a global counter-reaction. The lives of men and women of this planet can be influenced by events and processes thousands of miles away. Global economic, geopolitical and social relations, modern methods of communication, new technologies, media and transport allow a fast flow of information.

For this reason it is necessary to strengthen the young person’s awareness on matters of global importance through appropriate study plans and targeted activities. It is necessary to raise awareness on the importance of developing an active global citizenship that is open to the world, respects cultural diversity and is based on common values. Young people must learn the importance of a global look at the world that involves the bringing into play of rights and duties for all.

In the field of education it becomes crucial to give to those who learn the opportunity and skills to reflect and share their point of view and their role within an interconnected global society, as well as to understand and discuss complex relationships that they concern common social, ecological, political and economic issues, so that new ways of thinking and acting can be drawn from them.

However, global education should not be presented as an approach that young people must accept uncritically since we already know that there are different dilemmas, tensions, doubts and perceptions when an educational process deals with global issues. And global education aims first and foremost to create a critical thought, which nourishes doubts, that asks questions about what surrounds us.

In the United Nations Millennium Declaration (2002), we read: We believe that the main challenge we face today is to ensure that globalization becomes a positive force for people. While globalization offers great opportunities, at the moment, its benefits are shared in a very iniquitous manner, and costs distributed equally. We recognize that developing countries and countries with economies in transition face particular difficulties in responding to this challenge. Thus, only through extensive and shared efforts to create a shared future based on our common humanity in all its diversity, globalization can be made fully inclusive and fair.

Globalization is a complex and ambivalent process that involves opportunities, but also risks.

Global Education aims to enable young people to recognize and exploit opportunities in the most appropriate way and to recognize and minimize risks, in order to grow with an understanding of their role in the world and their responsibilities. This is why Global Education can be considered a “permanent preparation for life”.

Among the positive consequences of globalization are: the widening of the horizons of people, access to knowledge and products of science and technology, multiculturalism and interculturality, the expansion of opportunities, personal and social development and the possibilities to share ideas and joint actions for the solution of common problems. The negative consequences are mainly at the social, economic and environmental level.

On the one hand, poverty increases, there is a growing gap between developed and developing countries and between privileged and marginalized people, there are low standards of living, diseases, forced migration and violations of human rights, exploitation of social groups weak, racism and xenophobia, conflict, insecurity and growing individualism.

On the other hand, there are many environmental repercussions such as the greenhouse effect, climate change, pollution and depletion of natural resources.

From this it seems fundamental that the young person, in order to integrate himself consciously and constructively in the dynamics of global change, must be educated in sensitivity and solidarity, a more just and sustainable development, social justice and equity, interdependence and cooperation, acceptance of others and diversity.

Hence, the need for global education, understood as an international dimension in learning and teaching methods, both in formal and non-formal education, in order to promote a better understanding of current world problems and their effects on a global and local, it is, in today’s world, not only a need, but also an ethical challenge.


– The Conference of Regions and Autonomous Provinces, in the session of 4 February, approved – with the abstention of the Regions of Liguria, Lombardy and Veneto – a document on education for global citizenship. The complete text is shown below (also published on the website www.regioni.it in the “Conferences” section).

– http://www.felcos.it/educazione-alla- cittadinanza-globale- 1108-1.html

-http: //for.indire.it/cittadinanzaecostituzione/offerta_formativa/public/documenti/03_EDUCAZIONE-globale_it.pdf

-http: //www.globaleducationmagazine.com/gene-global- education-network-europe /

– http://www.associazionetommaseo.it/node/650

– http://www.funzioniobiettivo.it/glossadid/intercultura/intercultura.htm