Global education
The educational concept of Global Education will educate openness and empathy. It is oriented content and methodology holistically; you taught interdisciplinary content knowledge and skills to one-world issues, making use of innovative, open pedagogies such as project learning, project work, project-based teaching, learning laboratory, learning stations and many more participatory learning methods.
Global Learning is as educational response to globalization processes. It attempts from long usual category Thinking (First World, Second World, Third World ) to get away and to think globally in view of the entire world and to act. An important role is played by the question of realization of human rights, global justice and on the conditions for a peaceful world ( peace education ).
Global Learning focuses on problems and prospects of global development, working on opportunities and possibilities for joint action by South and North. There is a large and close to each intersection in terms of the following sub- topics:
- Development education
- Human Rights Education
- Fair Trade
- Environmental Education
- Peace Education
- Intercultural Education
- Intercultural Learning
- Intercultural Training
- Intercultural Competence
- Education for Sustainable Development
Within the global learning approaches is usually assumed key problems as the complexity of globally networked companies can be edited in this way. At all levels of education it comes to the placement or the awareness of a global perspective of thinking, judging, feeling and action. The focus is on active learning, which should be holistic in approach and participatory. Here, the close is clear to a number of reform pedagogies. Relevant discussions and concepts have been developed mainly in educational science, corresponding threads are now included within the political education. The framework global development of Germany (KMK ) shows how content and skills of global learning a whole can be integrated into other subjects, and in the areas of the primary school and vocational training.
It was difficult for a long time, the ratio of environmental education, which formed a separate profile and develop their own understanding has, in the issues of North - South relations were clearly visible partially less. The international discussion process for the realization of Agenda 21 has led to an emerging common frame of reference that is marked with the notion of " Education for Sustainable Development ". Within the same UN Decade, which began in 2005 and 2014 ends, a stronger integration of the sub- topics will be achieved. Thus, in the same context the German (KMK ) and the Federal Ministry for Economic Cooperation and Development ( BMZ), the development of a " framework for the Global Development Education " launched (KMK / BMZ). This recommendation was on 14-15. 2007 set by the Standing Conference in force and is intended to give the provinces suggestions on how global issues and themes of sustainable development can be integrated into the curriculum. Recently there is criticism of the global learning from the post-colonial debate. Global learning (and education for sustainable development ) not aware enough that continues to this day effects of colonial structures. This criticism is objected vehemently, with the focus of the counter- criticism is the failure to consider the " post-colonial " with the currents of global learning.