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Global Development Education – a Central and Eastern European perspective

Global Development Education – a Central and Eastern European perspective. CONCORD/HAND Janos Setenyi setenyi@ expanzio.hu Budapest 2006.03.23. Short overview. Central European paradoxes Lessons of civic education in the region The emerging way of development education in CEE

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Global Development Education – a Central and Eastern European perspective

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  1. Global Development Education – a Central and Eastern European perspective CONCORD/HAND Janos Setenyi setenyi@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 • Duetothetotalitarianexperience, victimidentity • No colonialpast, nosense of being guilty • Landlockedsmallcountries, no globalperspective • Decliningdemography, ageingsocieties • Overall scepticismaboutaid and intervention • Weakmiddle-classwith a nationalperspective • Weaktradition of volunteerism and charity • Weakciviceducation

  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. Growingrichbutstill feeling like a victimPPP per capita, 2005, IMF

  6. No progresswithoutlinkages: thepyramid of identities

  7. The experience of civiceducationin 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 emergingway of developmenteducationin CEE I. • Human rightseducation • Environmentalprotection, sustainabledevelopment • Interculturaleducation • Fair trade • Humanitarianissues • Socialdialogue • Gendereducation

  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 emergingway of developmenteducationin 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 aboutglobaldemocracy

  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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