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(
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1
Catalogue
Newsletter
Global education guidelines (2019)
Concepts and methodologies on global education for educators and policy makers
The Global Education Guidelines should be regarded both as a guide for understanding and practising global education, in formal and non-formal education contexts, and as a pedagogical coaching tool to help establish global education approaches where they do not yet exist and enrich the existing ones. Its content was set up taking into account cultural, geographic, social and economic realities and in-field practices and references from the Guidelines users in their current practice.
The Global Education Guidelines should be regarded both as a guide for understanding and practising global education, in formal and non-formal education contexts, and as a pedagogical coaching tool to help establish global education approaches where they do not yet exist and enrich the existing ones. Its content was set up taking into account cultural, geographic, social and economic realities and in-field practices and references from the Guidelines users in their current practice.
Foreword & Acknowledgements
Introduction
Background
Executive Summary
CHAPTER A: WHAT IS GLOBAL EDUCATION?
Meeting the XXI Century: Competences To Engage In Global Citizenship
Annex - Definitions and Declarations
CHAPTER B: WHY GLOBAL EDUCATION?
Why Global Education?
Fostering Participation Through Global Education
CHAPTER C: GLOBAL EDUCATION AND GLOBAL COMPETENCE
Global Education and Global Competence
RFCDC Descriptors
Observation Template
Self- Peer- and Educator- Observation Template
CHAPTER D: METHODOLOGY AND METHODS FOR PRACTICING GLOBAL EDUCATION
Methodology and Methods for Practicing Global Education
Methodological Dimensions
Methodological Aspects
Session Planning
Learning Through Global Education in Different Contexts
Annex
CHAPTER E: MEDIA LITERACY
References
APPENDIX 1
Maastricht Global Education Declaration
EUropean Strategy Framework Document
APPENDIX 2
Global Education Charter - North-South Centre – Council of Europe
Annex - International documents supporting global education
Introduction
Background
Executive Summary
CHAPTER A: WHAT IS GLOBAL EDUCATION?
Meeting the XXI Century: Competences To Engage In Global Citizenship
Annex - Definitions and Declarations
CHAPTER B: WHY GLOBAL EDUCATION?
Why Global Education?
Fostering Participation Through Global Education
CHAPTER C: GLOBAL EDUCATION AND GLOBAL COMPETENCE
Global Education and Global Competence
RFCDC Descriptors
Observation Template
Self- Peer- and Educator- Observation Template
CHAPTER D: METHODOLOGY AND METHODS FOR PRACTICING GLOBAL EDUCATION
Methodology and Methods for Practicing Global Education
Methodological Dimensions
Methodological Aspects
Session Planning
Learning Through Global Education in Different Contexts
Annex
CHAPTER E: MEDIA LITERACY
References
APPENDIX 1
Maastricht Global Education Declaration
EUropean Strategy Framework Document
APPENDIX 2
Global Education Charter - North-South Centre – Council of Europe
Annex - International documents supporting global education
Concepts and methodologies on global education for educators and policy makers
The Global Education Guidelines should be regarded both as a guide for understanding and practising global education, in formal and non-formal education contexts, and as a pedagogical coaching tool to help establish global education approaches where they do not yet exist and enrich the existing ones. Its content was set up taking into account cultural, geographic, social and economic realities and in-field practices and references from the Guidelines users in their current practice.
The Global Education Guidelines should be regarded both as a guide for understanding and practising global education, in formal and non-formal education contexts, and as a pedagogical coaching tool to help establish global education approaches where they do not yet exist and enrich the existing ones. Its content was set up taking into account cultural, geographic, social and economic realities and in-field practices and references from the Guidelines users in their current practice.