- Strengthen global education: what knowledge and skills?
As far as the knowledge to be transmitted is concerned, Global Education does not introduce new contents, rather it enriches the concepts and contents of the subjects and fields of education related to global development by extending its dimensions. It will be a question of deepening the knowledge of the history and philosophy of the universal concepts of humanity – human rights, democracy and good governance, economy, social justice, fair trade, gender equality, peace and conflict transformation, citizenship, diversity, intercultural dialogue and interreligious, sustainable development, health and equal access to the results of scientific and technological progress – and the knowledge of common elements and differences regarding lifestyles, cultures, religion, in order to develop a conscious respect for diversity.
As far as skills are concerned, Global Education aims to help those who learn to deal with problems with a critical and open mind, in order to be able to recognize and challenge prejudice and stereotype; to deal with the cultural variety of languages and codes in order to achieve mutual and deeper understanding; to open up to dialogue and listening; to cooperate and work in groups; to know the rights and duties of one’s own and others to protect and respect them; to deal with the media to get closer to information in a critical and conscious way; to participate in decision-making processes and take initiatives through democratic procedures.
- Contribute to education policies at local, regional, national and international levels.
Global Education, as a transformative learning, offers the tools to produce changes at the local level that influence the global, in the sense of building citizenship through participatory strategies and methods, so that people learn to take responsibility rather than leaving them alone in the hands of governments and other decision makers. Learning to know and respect the local space – its own little corner of the world – is fundamental for defining the common spaces of global citizenship and will create a real impact, both on formal and non-formal education, with enormous potential to bring people to better understand their real power to determine the future.
- Assisting education experts: what methodological approaches and what practices?
Educators must encourage cooperation based learning (cooperative learning), discussion and problem solving (problem-based learning), encourage those who learn to ask and answer questions. They must invite learners to ask and answer questions, to reflect on questions that do not have absolute answers or easy developments and that reflect the complexity of real-world situations: this opens the way to an active approach, oriented to the tasks to be performed and car -controlled, to the learning process. Dialogue-based learning is the most important method in Global Education: dialogue creates oral interactions among participants and seeks to stimulate the exchange of ideas. It acts as a bridge between people and creates a friendly space to develop thoughts, reflections and proposals even if they are opposing or different. Dialogue helps to develop communication and listening skills, which is why it promotes the understanding of different issues and points of view.
– 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: //www.globaleducationmagazine.com/gene-global- education-network-europe /