PART 2:

Global Education
GE definition created by Sloga DE Working
group?

»Development education is an active learning process, founded

on values of solidarity, equality, inclusion and co-operation. It
enables people to move from basic awareness of international
development priorities and sustainable human development,
through understanding of the causes and effects of global
issues, to personal involvement and informed action.

Development education fosters the full participation of all

citizens in world-wide poverty eradication, and the fight
against exclusion. It seeks to influence more just and
sustainable economic, social, environmental, human rights
based national and international policies.«
Excersize:
select the GE definition you would like the most

15 min
Slovenian NGOs experiances in the area of Global
education:
1. In 2007 Sloga became a national contact point for Global Education
Week to North South Center;

2. Establishment of Sloga WG about Global Education in 2006 and its

close/active participation with CONCORD - DEAR working group;

3. Coordination with decision makers – MFA and ME – establishment of

intergouvernmental working group for GE;

4. National GE seminars supported by North South Center;

5. Different activities supported through EC NSA – LA program;

Etc.
Regional experiances in the area of Global Education

North South Center Support to regional Coneferences with participants from

Croatia, Malta, Cyprus, Romania, Bulgaria, Serbia, Monte Negro and Slovenia;

Active participation of NGOs, governmental representatives and academia;

Regional conferences which dealt with the question of addressing the issue of
national identity in the context of global citizenship;

Regional conference „TIA – There is an alternative“ where global education was

opening a discussion on the paths that we are taking towards uncertain future to
wider and mostly younger audiences.
Regional specific challenges in the area og GE:
- None of the countries has developed a national strategy on GE;

- Level of public awareness on global issues is low;

- Level of public awareness and the level of awareness of authorities on the

importance of GE is low;

- There has been no widespread campaign to promote GE in the region;

- National financial resources for implementation of GE are very scarce or

virtually non-existent;

- The crisis situation offers an opportunity in the sense of greater interest of

teachers/schools for GE, however it is also a threat due to declining
resources;

- GE is a relatively new concept for most countries in region;

- Teacher education is considered the best entry point for wide-scale
implementation of GE, however most of the work done on GE is still through
direct workshops in schools run by NGOs and individual teachers;

- The transition experience and different historic background of countries from

the region offer new unique views on GE that may develop alternatives to
what is mainstream GE that stems mostly from Western European context;

- Teacher education is considered the best entry point for wide-scale

implementation of GE, however most of the work done on GE is still through
direct workshops in schools run by NGOs and individual teachers;

- The debate on GE is strongly linked to the debates about quality in education

and to debates around the role of the teacher in the times of changing
paradigms.
Plans for the future:
- Establishing a smaller regional forum, comprised out of interested NGOs,
universities, educational institutions and other relevant stakeholders,
working together on developing policies and their implementations
practices and strategies on GE;

- Inclusion of regional networks that deal with gender education or peace

education to Global Education;

- Fundraising for more long term GE advocacy officer on national levels

which will encourage DEAR actors in reinforcing and repositioning global
learning and global citizenship as instrumental for systemic change and
global justice;

- Etc.
Excersize:

perception of poverty

10 min