lMLLMLn1lnC uLvLLCMLn1

LuuCA1lCn
Culdellnes, 1ools and 8esL
racLlces
NGC ICkMAkL S1UDIA, Ias|, koman|a, 2011

2






Authors
1
: Smaranda SANDULLSCU, ro[ect Manager, Iormare Stud|a
1eodora kUGINCSU, res|dent, Iormare Stud|a


W|th the contr|but|on of the workshop's part|c|pants:
Anna AnAnlLvA, 8ulgarla
Anella ZAPA8lLvA, 8ulgarla
AnLonleLLa ClCCCnul, lLaly
8lanca 1CnL, AusLrla
uanlela 1A8lZZC, lLaly
Marcos LS18AuA uL CLlvlL8A , Spaln
aula 1CnLA , 8omanla
8affaella 88unC, lLaly
Serkan 1L!CuZLL , 1urkey
Su[an SAPA, 8angladesh/ uenmark
SLanlmlr klSklnCv, 8ulgarla


1
Disclaimer. The European Commission accepts no responsibility or liability with regard to the content of this
document or of workshop results. The contents of this document reflects the views of the authors. The European
Commission is not responsible for any use that may be made thereof.

1he followlng guldebook gaLhers lnformaLlon resulLed from Lhe CrundLvlg Workshop
Lngag|ng as Act|ve C|t|zens |n Deve|opment Lducat|on"(pro[ecL nr. GkU-10-GkA1-3-IS)
organlzed by nCC lormare SLudla beLween 20- 27 March 2011 ln lasl, 8omanla wlLh Lhe
supporL of Lhe Luropean Commlsslon, uC LducaLlon and CulLure, LL CrundLvlg. 1he
workshop broughL LogeLher 11 parLlclpanLs from varlous Luropean counLrles Lo dlscuss Lhe
lnLerrelaLed concepLs of acLlve clLlzenshlp and developmenL educaLlon, Lo develop Lhe skllls,
knowledge and undersLandlng by slLLlng behlnd Lhe same Lable and ldenLlfylng posslblllLles
for furLher acLlons as acLlve clLlzens and also for developmenL educaLlon.
1he guldebook ls meanL Lo be a compllaLlon of learnlng Lools, exerclses, examples,
besL pracLlces, LheoreLlcal maLerlals, guldellnes and recommendaLlons LhaL can be furLher
used ln lmplemenLlng developmenL educaLlon ln any counLry.
lormare SLudla would llke Lo Lhank Lhe parLlclpanLs ln Lhls evenL for Lhelr wonderful
conLrlbuLlon Lo Lhe success of Lhe workshop. lor more lnformaLlons please check
www.formaresLudla.ro .
3




1ab|e of Contents
1. What |s Deve|opment ? ......................................................................................................... 4
2. What |s Deve|opment Lducat|on (DL)? ................................................................................... 6
3. What are the cha||enges of Deve|opment Lducat|on (DL)? kecommendat|ons ..................... 12
4. Gu|de||nes for teach|ng and |mp|ement|ng Deve|opment Lducat|on (DL) ............................. 19























4

Deve|opment educat|on hlghllghLs Lhree key challenges,
wlLh Lhe flrsL belng word deve|opment,
2
as lL descrlbes and
explores Lhe reallLles of Loday's world. PlsLorlcal evenLs
have sLrongly lnfluenced Lhe way ln whlch developmenL and
developmenL educaLlon are undersLood, so Lhe meanlng and Lhe approach glven Lo
,developmenL" are ofLen conLenLlous and conLradlcLory.
3
And [usL as Lhere ls no consensus on
Lhe deflnlLlon of globallzaLlon, equally Lhere are varlous lnLerpreLaLlons of Lerm developmenL.
1he noLlon of developmenL can be Lraced back Lo Lhe posL Second World War perlod, when ln hls
lnaugural speech ln 1947, resldenL 1ruman seL ouL a vlslon of Lhe fuLure for Lhe world's low-
lncome counLrles and colned Lhe Lerm 'Jevelopmeot' Lo refer Lo processes of economlc and
soclal progress ln colonlal and posL-colonlal sLaLes.
4

1hroughouL Lhe early posL-war perlod, Lhe modernlzaLlon Lheory became Lhe domlnanL
explanaLlon of how low-lncome counLrles could lmprove Lhe llvlng condlLlons of Lhelr
populaLlons by followlng a seL of prescrlpLlve pollcles Lo encourage economlc developmenL.
WlLhln Lhe modernlzaLlon Lheorles, educat|on was regarded as p|ay|ng a centra| ro|e ln creaLlng
modern lndlvlduals, as a key LhaL unlocks Lhe door Lo modernlzaLlon, naLlonal growLh and
developmenL
3
.
1he un Ceneral Assembly offlclally recognlzed ln uecember 1986 Lhe rlghL Lo developmenL as
an lnallenable human rlghL and equallLy of opporLunlLy for developmenL as a prerogaLlve boLh
of naLlons and lndlvlduals
6
and sLressed LhaL oll stotes woolJ eocootoqe tbe pottlclpotloo lo oll
Jlmeosloos of lotetootloool bomoo Jevelopmeot ooJ bomoo tlqbts. key elemenL Lo such
clLlzens parLlclpaLlon ls global educaLlon tbot opeos peoples eyes ooJ mloJs to tbe teolltles of
tbe wotlJ, ooJ owokeos tbem to btloq oboot o wotlJ of qteotet jostlce, epolty ooJ bomoo tlqbts
fot oll"
7
. 1hus developmenL educaLlon (uL) hlghllghLs anoLher key challenge, as lL promoLes and
supporLs educaLlon for world clLlzenshlp.
uevelopmenL ls noL anymore prlmarlly undersLood as a resulL of Jevelopmeot olJ ot co-
opetotloo, buL as a comp|ex process wh|ch happens |n a wor|d of mu|t|faceted g|oba|
connect|ons and |nterdependenc|es.
8

Internat|ona| deve|opment or g|oba| deve|opment
9
doesn'L have a unlversally accepLed
deflnlLlon, buL baslcally focuses on Lhe developmenL of greaLer quallLy of llfe for humans, Lhus
encompasseslng forelgn ald, governance, healLhcare, educaLlon, poverLy reducLlon, gender
equallLy, dlsasLer preparedness, lnfrasLrucLure, economlcs, human rlghLs, envlronmenL and
lssues assoclaLed wlLh Lhese. lnLernaLlonal developmenL ls dlfferenL from slmple developmenL ln
LhaL lL ls speclflcally composed of lnsLlLuLlons and pollcles LhaL arose afLer Lhe Second World War.


2
lrlsh Ald and uevelopmenL LducaLlon , avallable aL
hLLp://www.lrlshald.gov.le/uploads/lrlsh20Ald20and20uevelopmenL20LducaLlon.pdf
3
LLps://webgaLe.ec.europa.eu/fpfls/mwlkls/aldco/lmages/d/d4/llnal_8eporL_uLA8_SLudy.pdf
4
Susan 8oberLson, Marlo novelll, 8oger uale,Leon 1lkly, Plllary uachl, ndlbelema Alphonce, Clobollsotloo, Jocotloo AoJ
uevelopmeot: lJeos, Actots ooJ uyoomlcs, 2007, pg 18
3
Parblson , l. P. nomoo kesootces os tbe weoltb of Notloo, 1973. new ?ork: Cxford unlverslLy ress.
6
un Ceneral Assembly, ueclototloo oo tbe klqbt to uevelopmeot . tesolotloo / oJopteJ by tbe Ceoetol Assembly, 4 uecember
1986, A/8LS/41/128, avallable aL: hLLp://www.un.org/documenLs/ga/res/41/a41r128.hLm
7
Moosttlcbt Clobol Jocotloo ueclototloo, 13Lh-17Lh november 2002. 1he deflnlLlon was orlglnally formulaLed durlng Lhe yearly
MeeLlng of Lhe Clobal LducaLlon Week neLwork" ln Cyprus, 28Lh- 31sL March 2002
8
Parm-!an lrlcke & !ohannes krause, uevelopmeot Jocotloo ooJ Awoteoess kolsloq lo Notwoy ooJ tbe u. o compotlsoo, 2011
9
hLLp://en.wlklpedla.org/wlkl/lnLernaLlonal_developmenL
1. What |s Deve|opment ?
3
1hus LhroughouL Lhe years followlng Lhe WWll, Lhe developmenL approach has shlfLed and
galned a mulLldlmenslonal perspecLlve reflecLed ln Lhe un Puman uevelopmenL lndex
10
, whlch
measures developmenL by comblnlng lndlcaLors such as llfe expecLancy, educaLlonal aLLalnmenL
and lncome lnLo a composlLe human developmenL lndex, Lhe Pul.
Accordlng Lo Lhe deflnlLlon of developmenL, as embraced by lnLernaLlonal developmenL donor
agencles, developmenL ls d|rect|y re|ated to the ach|evement of poverty reduct|on and of the
M|||enn|um Deve|opment Goa|s (MDGs). 1he adopLlon of Lhe Mlllennlum uevelopmenL Coals
(MuCs)
11
ln 2000
12
puL human developmenL, poverLy and people and Lhelr llves, aL Lhe cenLer
of Lhe global developmenL agenda for Lhe new mlllennlum, a shlfL away from growLh as Lhe
cenLral ob[ecLlve of developmenL.
numan|t|es greatest advancements are not to be seen |n |ts d|scover|es, but |n how these
d|scover|es can be used to reduce d|spar|t|es and |nequa||t|es of our wor|d
13
. uevelopmenL ls Lo
be seen ln how Lhe world can use lLs resources and capablllLles Lo reduce poverLy and
lnequallLles.





10
hLLp://hdr.undp.org/en/sLaLlsLlcs/hdl/
11
hLLp://mdgs.un.org/unsd/mdg/uefaulL.aspx
12
1he elghL Mlllennlum uevelopmenL Coals (MuCs) were agreed aL Lhe unlLed naLlons Mlllennlum SummlL ln SepLember 2000
and nearly 190 counLrles have slgned up Lo Lhem.
13
See 8lll CaLes, Parvard Speech. hLLp://www.youLube.com/waLch?v=A3vlhb!wls. WaLch also 1Lu 8lll CaLe's speech on 8lll
CaLes on mosqulLos, malarla and educaLlon hLLp://www.Led.com/Lalks/blll_gaLes_unplugged.hLml
No consensus
Views have changed over time
Traditional Economic View
Development = size of economy
New View of Development- a broader view
Dudley Seers (1969)3 questions
(i) What has been happening to poverty?
(ii) What has been happening to unemployment?
(iii) What has been happening to inequality?
If all three have decreased from high levels = development
If two/all increased then not development, even if economy increase
Now, development seen to be multidimensional
reflected in UN HDI and MDGs
Dec 1986 UN General Assembly- Declaration on the right to Development
The right to development is an
inalienable human right and equality of
opportunity for development is a
prerogative both of nations and
individuals
All states would encourage the
participation in all dimensions of
international human development and
human rights
Key element to such citizens participation=
DEVELOPMENT EDUCATION
6

1he Luropean Deve|opment Lducat|on
Consensus
14
deflnes uL as follows:

"#$ %&'($)(. uevelopmeot Jocotloo ooJ
Awoteoess kolsloq (uAk) coottlbotes to
tbe etoJlcotloo of povetty ooJ to tbe ptomotloo of sostolooble Jevelopmeot
15
.
*&+ ,. 8y tolsloq pobllc owoteoess ooJ lmplemeotloq eJocotloo opptoocbes ooJ octlvltles.
-' +#.%# /01.1?. lt ls qtoooJeJ oo tbe commoo voloes of bomoo tlqbts, soclol tespooslblllty,
qeoJet epoollty, ooJ o seose of belooqloq to ooe wotlJ, oo lJeos ooJ ooJetstooJloqs of tbe
Jlspotltles lo bomoo llvloq cooJltloos ooJ of effotts to ovetcome socb Jlspotltles, ooJ oo
pottlclpotloo lo Jemoctotlc octloos tbot lofloeoce soclol, ecooomlc, polltlcol ot eovltoomeotol
sltootloos tbot offect povetty ooJ sostolooble Jevelopmeot.
2.3, 4 1o eooble evety petsoo lo otope to bove 5.6$75&'8 occess to oppottooltles to be owote of
ooJ to ooJetstooJ qlobol Jevelopmeot coocetos ooJ tbe locol ooJ petsoool televooce of tbose
coocetos, ooJ to eooct tbelt tlqbts ooJ tespooslbllltles os lobobltoots of oo lotetJepeoJeot ooJ
cbooqloq wotlJ by offectloq cbooqe fot o jost ooJ sostolooble wotlJ.
16


Accordlng Lo Lhe deflnlLlon endorsed by CCnCC8u (Luropean nCC ConfederaLlon for 8ellef and
uevelopmenL) ln november 2004 Jevelopmeot eJocotloo ls oo octlve leotoloq ptocess, foooJeJ
oo voloes of sollJotlty, epoollty, loclosloo ooJ co-opetotloo. lt eoobles people to move ftom boslc
owoteoess of lotetootloool Jevelopmeot ptlotltles ooJ sostolooble bomoo Jevelopmeot, tbtooqb
ooJetstooJloq of tbe cooses ooJ effects of qlobol lssoes to petsoool lovolvemeot ooJ lofotmeJ
octloos.
uevelopmeot eJocotloo fostets tbe foll pottlclpotloo of oll cltlzeos lo wotlJ-wlJe povetty
etoJlcotloo, ooJ tbe flqbt oqolost exclosloo. lt seeks to lofloeoce mote jost ooJ sostolooble
ecooomlc, soclol, eovltoomeotol, bomoo tlqbts boseJ ootloool ooJ lotetootloool pollcles.

uevelopmenL educaLlon enables us Lo undersLand global key lssues as lL ls oo eJocotloool
ptocess olmeJ ot locteosloq owoteoess ooJ ooJetstooJloq of tbe toplJly cbooqloq,
lotetJepeoJeot ooJ ooepool wotlJ lo wblcb we llve.
17


uurlng Lhe pasL Lhree decades clvll socleLy, local and reglonal auLhorlLles, governmenLal and
Luropean acLors have sLarLed Lo provlde lnformaLlon and organlze acLlvlLles LhaL engage varlous
secLlons of Lhe publlc, Lo creaLe lncreased publlc awareness, lnLeresL and lnvolvemenL ln
developmenL - across Lhe Luropean unlon. Powever Lhe level of lnvolvemenL sLlll remalns low
and Lhere ls sLlll a low level of undersLandlng of crlLlcal developmenL prlorlLles.

14
ln 2003 Lhe Councll of Lhe Luropean unlon and Lhe represenLaLlves of Lhe governmenLs of Lhe Luropean unlon Member SLaLes
meeLlng wlLhln Lhe Councll of Lhe Luropean unlon, Lhe Luropean Commlsslon and Lhe Luropean arllamenL agreed a [olnL
sLaLemenL on developmenL ('1he Luropean Consensus on uevelopmenL'), ouLllnlng Lhe challenges Lo be faced ln eradlcaLlng
poverLy and ln promoLlng susLalnable developmenL, and Lhe commlLmenLs of Lhe Luropean unlon ln meeLlng Lhose challenges.
hLLp://ec.europa.eu/developmenL/lcenLer/reposlLory/uL_Consensus-educLaLlon_Lemp_Ln.pdf
13
ueflnlLlon has been approved by Lhe uA8L lorum durlng Lhe 2004 annual meeLlng, and endorsed by CCnCC8u durlng Lhe
Ceneral Assembly of november 2004. hLLp://www.deeep.org/lndex.php?opLlon=com_conLenL&vlew=arLlcle&ld=33&lLemld=33
16
1he Luropean uevelopmenL LducaLlon MonlLorlng 8eporL - uL WaLch" -Lhe Luropean MulLl-SLakeholder SLeerlng Croup on
uevelopmenL LducaLlon avallable aL hLLp://www.coe.lnL/L/dg4/nscenLre/ge/uL_WaLch.pdf
17
Ponan, A (2003) 'CpporLunlLles for developmenL educaLlon wlLhln formal educaLlon ln Lhe 8epubllc of lreland' ln ollcy &
racLlce: A uevelopmenL LducaLlon 8evlew, vol. 1, AuLumn 2003, pp. 20-30, avallable:
hLLp://www.developmenLeducaLlonrevlew.com/lssue1-focus2.
2. What |s Deve|opment Lducat|on(DL) ?

7
nCCs, publlc lnsLlLuLlons and educaLors need Lo deslgn and lmplemenL school and ouL-of-school
currlculum programs and pro[ecLs. known by var|ous names, and not a|ways ca||ed
deve|opment educat|on, these |n|t|at|ves a|| prov|de an educat|ona| response to the |ssues and
cha||enges of deve|opment.

An lmporLanL Lool ln Lhls process of bulldlng Lhe pedagoglcal value and academlc sLandlng of
deve|opment educat|on as a d|st|nct
18
, buL essenLlal componenL of educaLlon, ls also Lhrough
||fe|ong |earn|ng deve|opment educat|on, he|p|ng |earners and educators a||ke |n obta|n|ng a
cr|t|ca| understand|ng, sk|||s, va|ues and att|tudes through |nvest|gat|ons of a w|de range of
g|oba| deve|opment |ssues. uevelopmenL LducaLlon should be seen also as a ||fe|ong |earn|ng
process LhaL brlngs global lssues lnLo Lhe classrooms and lecLure halls and lLs lnLegraLlon lnLo Lhe
formal, non-formal and LerLlary educaLlon secLors ls an ongolng process LhaL sLrlves Lo promoLe
uL as an lmporLanL area of sLudy.
19


As a resulL of Lhe workshop Lhe followlng cards were creaLed, LhaL
can be used Lo explaln Lhe concepL ln an easy and lnLer-acLlve
way. 1hey can be dlsLrlbuLed Lo learners, Leachers and Lralners for
an acLlve learnlng process of uL. 1hey can become anyLhlng from posLers Lo leafleLs, badges, plns
and learnlng cards.



18
Corlddl, ! (2008) 'LdlLorlal' ln ollcy & racLlce: A uevelopmenL LducaLlon 8evlew, vol. 7, AuLumn 2008, pp. 1-4, avallable:
hLLp://www.developmenLeducaLlonrevlew.com/lssue7-edlLorlal.
19
Smaranda Sandulescu, uevelopmenL LducaLlon as a Llfelong learnlng pracLlce, aper presenLed durlng 1be lotetootloool
coofeteoce OuAll1 lN lOkMAl ANu NON lOkMAl uucA1lON, Asoclotlo lotmote 5toJlo, www.fotmotestoJlo.to
Paris Declaration on Aid Effectiveness (2005)
Cotonou Agreement (2005)
Beijing Declaration: Action for Equality, Development and Peace (1995)
United Nations (2000), Millennium Declaration
United Nations (2003), Monterrey Consensus on Financing for Development
UNITED NATIONS DECADE OF SUSTAINABLE DEVELOPMENT (2005-2014)
No development of education( not only)
Education for development!
Global education GE
What this is understood to be has also changed over
time
1ools

8






THE EUROPEAN CONSENSUS ON
DEVELOPMENT, DECEMBER 2005
Participation of civil society
Civil society, play a vital role as promoters of
democracy, social justice and human rights.
the EU will pay particular attention to development
education and raising awareness among EU citizens.
THE MAASTRICHT GLOBAL EDUCATION
DECLARATION, 17 NOVEMBER 2002
commitment to increase support to Global Education
! Active learning process!

Basic awareness
about
international
development
priorities
Values :
solidarity,
equality,
inclusion
and co-
operation
How ?
By
understanding
causes and
effects of global
issues
To:
personal
involvement
and
informed
actions
Change!
DE as Awareness
Raising (AR)
DE as Global
Education
(GE)
DE as
enhancement
of Life Skills
(LS)
GLOBAL EDUCATION - GE
Development Education
Human Rights Education
Education for
Sustainability
Education for Peace and
Conflict Prevention
Intercultural
Education
Global
Education
Education for
Sustainable
Development
(ESD)
Environmental
Education,
Human Rights
Education
Peace
Education
Intercultural
Education
Citizenship
Education
9








Knowledge,
understanding
Attitudes,
values
Skills
Behavior,
personal
experiences
Local / inactive
citizens
without
knowledge
Empowerment
/awareness
raising/
education/
teaching / DE
Global
level/ active
citizens
aware of
global
issues and
need for
involvement
More people
would grow
and develop
More people
would learn
and know
More people
would be
equal and
just
More children
would survive
and live
More mothers
would be
healthier
More people
would be able
to combat
illness
More people
would think
of the future
Global
issues
Help
developing an
open-minded,
global outlook
Changes what
people learn
and how they
learn
Full
participation
of all citizens
in world-wide
poverty
eradication,
and the fight
against
exclusion.
Act to
influence
more just and
sustainable
economic,
social,
environmental
, human rights
based national
and
international
policies.
Empowering
and engaging
people in
global
campaigns
actively deal
with the
major
international
issues of our
times, and to
advocate for
a fairer world.
10









endorse a multi-dimensional view of development.
Progress is measured not only by economic growth, but also by factors that
make a direct difference to people's lives
the realisation of their human rights, eg, their rights to nutritious food, a
decent standard of health, education, and to have a say in decisions that
affect them.
adopted by many countries and international development
agencies as a basis for their work.
This means that development programmes supported by international
agencies will endeavour to tackle some of the most important problems
facing poor people.
recognise that different development problems 'cross-cut'.
For example, in some countries children usually girls - spend up to four
hours a day carrying water. As a result, lack of access to clean water may
mean that girls do not go to school.
reducing poverty. According to UNESCO, each extra year of schooling is
associated with increased earnings of up to ten per cent.
reducing child mortality. A child born to a mother who can read is fifty per cent
more likely to live beyond the age of five.
improving maternal health. Girls who are able to stay longer in education are also likely to
be able to delay the age of marriage and have more choice about the spacing of their
children.
turning the tide on HIV/AIDS. Women with post primary education are five times
more likely to be knowledgeable about HIV/AIDS than are illiterate women.
In Malawi, research indicated that only 27 per cent of women with no education were aware that the risk of
transmitting HIV during pregnancy could be reduced by taking drugs during pregnancy while close to sixty per
cent of women with a secondary education were aware of that.

Your
experiences
Lets hear
your
opinions
Choose an MDG
Let us know
more about it!
Find a way to
present it to us
so that we
always
remember !
1992, the largest-ever gathering
of world leaders, Rio de Janeiro,
Brazil: 117 heads of state ,178
countries
New York, September
2000
Millennium Summit,
every country in the
UN agreed to continue
working towards
global development
and the elimination of
poverty.

2001
guidelines to help
governments to continue
their development work:
the Millennium
Development Goals
(MDGs).
The first 7 MDGs
reinforce each
other and aim to
reduce all forms
of poverty
8 MDG - a global
partnership for
development
describes how the
world's richer
countries can
contribute to achieve
these goals.
11

Deve|opment a|d
20
or deve|opment cooperat|on
21
(also deve|opment ass|stance, techn|ca|
ass|stance, |nternat|ona| a|d, overseas a|d, Cff|c|a| Deve|opment Ass|stance (CDA) or fore|gn
a|d) ls ald glven by governmenLs and oLher agencles Lo supporL Lhe economlc, envlronmenLal,
soclal and pollLlcal developmenL of developlng counLrles. lL ls dlsLlngulshed from humanlLarlan
ald by focuslng on allevlaLlng poverLy ln Lhe long Lerm, raLher Lhan a shorL Lerm response.

As an lmporLanL parL of developmenL co-operaLlon, developmenL educaLlon, takes p|ace not |n
deve|op|ng countr|es but pr|mar||y |n the West. lL alms:
! to enab|e peop|e to understand the ||nks between the|r own ||ves and those of peop|e
throughout Lhe world Lo lncrease undersLandlng of Lhe economlc, soclal, pollLlcal and
envlronmenLal forces whlch shape our llves ,
! to deve|op sk|||s, att|tudes and va|ues wh|ch enab|e peop|e to work together to br|ng
abouL change and Lake conLrol of Lhelr own llves ,
! to work towards ach|ev|ng a more [ust and susta|nab|e wor|d |n wh|ch power and
resources are more equlLably shared

AbouL 80-83 of developmenLal ald comes from governmenL sources as off|c|a| deve|opment
ass|stance (CDA).
22
1he Lurope unlon ls a global player, Lhe world's largesL mulLllaLeral donor
wlLh commlLmenLs Lo lncrease lLs exLernal asslsLance, wlLh Lhe alm of lmprovlng boLh quallLy and
effecLlveness. WlLh Lhls role, comes a responslblllLy and moral obllgaLlon Lo help deflne and
promoLe a soclally responslble world free of poverLy, based on Lhe prlnclples of susLalnablllLy,
[usLlce and equlLy.

Luropean governmenLs have sLaLed Lhelr commlLmenLs Lo meeL Lhelr obllgaLlons for achlevlng
Lhe Mlllennlum uevelopmenL Coals (MuCs) and Lu member sLaLes commlLmenL Lo an CuA of
0,39 of gross naLlonal lncome (Cnl) (as a sLep Lowards Lhe 0.7 LargeL seL by Lhe un) by 2013,
and lL ls a moral lmperaLlve LhaL Lhese commlLmenLs are boLh honored and meL.

CovernmenLs and pollLlclans have a responslblllLy, buL so do Lhe Luropean clLlzens. 1he clvll
socleLy musL work LogeLher Lo engage clLlzens, Lo make Lhem aware LhaL each and one of us are
also responslble for Lhe achlevemenL of MuCs .






20
Accordlng Lo World PealLh CrganlsaLlon WPC, Deve|opment Cooperat|on-Commonly called a|d, Lhls ls Lhe lnLernaLlonal
Lransfer of publlc funds ln Lhe form of loans or granLs, elLher dlrecLly from one governmenL Lo anoLher (bllaLeral ald), or lndlrecLly
Lhrough nongovernmenLal organlzaLlons or a mulLllaLeral agency (mulLllaLeral ald) such as Lhe World 8ank or WPC.
21
hLLp://en.wlklpedla.org/wlkl/uevelopmenL_ald
22
ln oLher words, CuA needs Lo conLaln Lhe Lhree elemenLs: (a) underLaken by Lhe offlclal secLor, (b) wlLh promoLlon of economlc
developmenL and welfare as Lhe maln ob[ecLlve, and (c) aL concesslonal flnanclal Lerms (lf a loan, havlng a granL elemenL of aL
leasL 23 per cenL). hLLp://en.wlklpedla.org/wlkl/Cfflclal_developmenL_asslsLance
12

Leve| of po||t|ca| support for DL.
Leve| of cooperat|on and the re|at|onsh|p
between NGDC's and MIA, M|n|stry of
Lducat|on (MoL) or other educat|on bod|es.

Cenerally, Lhere ls a dlrecL relaLlonshlp
beLween Lhe pollLlcal supporL recelved from
Lhe MlAs and oLher educaLlonal bodles and
Lhe level of nCuCs lmpllcaLlon ln uL ln a
counLry. lf Lhe level of supporL ls hlgh, Lhe
commlLmenL of Lhe nCuCs ln also sLrong and
Lhe number of uL pro[ecLs lmplemenLed ls
hlgh.

lL can be noLlced LhaL ln some counLrles Lhe
pollLlcal supporL for uL, undersLood as supporL
from governmenLal lnsLlLuLlons (malnly Lhe
responslble naLlonal MlnlsLrles and Lhelr
lmplemenLaLlon agencles) ls lncreaslng whlle ln
oLher counLrles lL ls ln decllne.
Accordlng Lo Lhe daLa from Lhe kepott u
wotcb:
! 8ulgarla, 8omanla, Cyrus, MalLa, Creece, show,
overall, Lhe weakesL performance ln Lerms of uL pollLlcal
supporL, and, as a resulL, have a low level of pracLlce of
uL.
23

! ln Slovakla, Pungary, and Slovenla as well as Lhe
8alLlc counLrles LaLvla and LlLhuanla Lhe slLuaLlon of uL
appears Lo be a blL beLLer, wlLh governmenLs Laklng
some small sLeps.
! lrance, Luxemburg, uenmark, Cermany,
oland, Sweden, LsLonla, llnland, Czech 8epubllc are
Laklng an lnLermedlaLe poslLlon.
It |s up to us to put deve|opment educat|on on
the po||t|ca| agenda and ra|se awareness!

Where Lhere ls no collaboraLlon already
exlsLlng, Lhe non CovernmenLal developmenL
CrganlsaLlons (nCuCs) shou|d organ|ze
meet|ngs w|th representat|ves of the M|n|stry
of Iore|gn Affa|rs and the M|n|stry of
Lducat|on]other respons|b|e bod|es ln order
Lo bu||d conf|dence, Lo develop sLronger,
coherenL mu|t|stakeho|der d|a|ogue, deve|op
a common understand|ng and v|s|on of Lhe
lssues and naLlon wlde uL pollcles.

lnvlLlng pollLlclans, leaders, members of Lhe
governmenL and governmenLal bodles Lo uL
evenLs, Lrylng Lo make Lhem aware of uL and
key global lssues ln order Lo galn supporL.
uL has Lo be promoLed as a faclllLaLor of an
acLlve clLlzenshlp aware of and crlLlcally
engaged ln global lssues.
nuCC'S should Lake a pro-act|ve approach ln
encouraglng Lhe MlA & agencles Lo lnLroduce
uL among Lhe governmenta| po||cy pr|or|t|es
|n the f|e|d of educat|on, and Lo Lake a leadlng
role ln elaboraLlng and lmplemenLlng naLlonal
uL sLraLegles ln a mulLl-sLakeholder approach.


1hus MlA should be a parLner for clvll socleLy

23
uL CounLry mapplng 2010, Luropean uevelopmenL LducaLlon MonlLorlng 8eporL "DL Watch", !ohannes krause (drafLlng
consulLanL) on behalf of Lhe Luropean MulLl-SLakeholder SLeerlng Croup on uevelopmenL LducaLlon, pg 28,
hLLp://www.coe.lnL/L/dg4/nscenLre/ge/uL_WaLch.pdf
!"#$ #&' $"'
("#))'*+', -.
/0 1
2'(-33'*4#5-*,
3. What are the cha||enges of Deve|opment Lducat|on (DL)? kecommendat|ons
13
! 1he hlghesL uL commlLmenL of governmenLal
and nongovernmenLal acLors can be found ln lreland,
norway, AusLrla, uk, orLugal, Spaln, Lhe neLherlands,
8elglum.
neverLheless, for example ln 8omanla,
lormare SLudla noLlced LhaL Lhe
represenLaLlves of Lhe MlA
24
are very opened
Lo collaboraLlon, Lo supporLlng uL pro[ecLs,
desplLe a llmlLed amounL of fundlng avallable.
1he MlA, approached by Lhe clvll socleLy ls
lnvolved ln varlous pro[ecLs such as Lhe
8omanlan developmenL Camp, varlous
conferences and developmenL evenLs
organlzed wlLh supporL from Lhe mlnlsLry.
1he level of pollLlcal supporL can also be
lnfluence by Lhe publlc oplnlon's vlew on CuA,
whlch someLlmes ls quesLloned(some mlghL
Lhlnk: why should we glve ald Lo counLry x
when we have poverLy ln our counLry?).
Cplnlon polls clearly show ln Lu counLrles LhaL
clLlzens supporL more solldarlLy and [usLlce aL
Lhe lnLernaLlonal level ln Lhe flghL agalnsL
poverLy and clvll confllcL: 1bete ls oo olJ
fotlqoe.
25

ln Lhe fleld of uL ln all counLrles and nuCCs
should esLabllsh and bulld a parLnershlp.







opulaLlon should be lnvolved Lhough c|v|c
educat|on programs Lo show Lhelr supporL for
lncreaslng Lhelr governmenL's overseas ald Lo
help meeL Lhe Mlllennlum uevelopmenL Coals
(MuCs). nCCs should creaLe such programs

Such lssues musL be address Lhrough publlc
dlscusslons, debaLes and clvlc educaLlon
programs, so LhaL Lhe populaLlon becomes
aware of Lhelr counLry's commlLmenLs on Lhe
lnLernaLlonal arena, and also of Lhe facL LhaL
some have been a recelvlng counLry of ald for a
long Llme and now lL's Llme Lo glve a llLLle blL
back.
Lack of know|edge on DL |ssues and
s|gn|f|cance:
1here are dlsappolnLlng levels of Luropean
publlc awareness of poverLy and developmenL
lssues, and more speclflcally, Lu developmenL
cooperaLlon pollcy and LargeLs (82X of u
cltlzeos bove oevet beotJ of tbe Mllleoolom
uevelopmeot Cools (MuCs).

Lack of pollLlcal supporL can also come from
Lhe lack of knowledge of Lhe concepL of uL.
uevelopmenL educaLlon ls percelved elLher as
only developmenL or [usL as educaLlon.
ollLlclans are ofLen noL aware of whaL lL really
means and whaL governmenL's responslblllLles
ln Lhe fleld are( Lhey Lhlnk of uL as local
1o |ncrease the Luropean pub||c's know|edge
and undersLandlng of Lhe causes of global
poverLy, lnequlLy, lnLerdependence, clvll
socleLy should des|gn programs for tra|n|ng,
workshops ln Lhe form of Lhe CrundLvlg
workshops for example, creaLlng learnlng
maLerlals and dlssemlnaLlng Lhem, engage
learners more ln uL as acLlve clLlzens.

nCC's and learners should make full use of Lhe
exlsLlng lnLerneL resources and neLworks ln Lhe
fleld( CLnL, Luropean MSP SLeerlng Croup on
uL, CCnCC8u, 18lALCC).
nCCs acLlve ln Lhe adulL educaLlon secLor
should deslgn and promoLe CrundLvlg ln-
servlce Lralnlngs on uevelopmenL LducaLlon,

24
lormare SLudla would llke Lo Lhank Mts. Mlboelo kotjeos, ultectot, uevelopmeot Asslstooce uolt, Mlolstty of lotelqo Affolts,
komoolo ooJ Ms. Moolco AlexooJto, 1bltJ 5ectetoty, uevelopmeot Asslstooce uolt, Mlolstty of lotelqo Affolts, komoolo for Lhelr
wonderful lnLervenLlon durlng Lhe CrundLvlg workshop oqoqloq os Actlve cltlzeos lo uevelopmeot Jocotloo.
23
Adam uavles, Advocacy Cfflcer, CL11lnC ln uLLL! uevelopmenL LducaLlon across Lhe Luropean unlon
14
developmenL, for ex bulldlng a road) uslng Lhe exlsLlng LC plaLform.
Imp|ementat|on of a Nat|ona| DL strategy :
ln a few Luropean counLrles, naLlonal uL
sLraLegles have been exlsLlng for many years
already (uL, lL, uk), whlle ln oLher counLrles
mulLlsLakeholder processes of elaboraLlng uL
sLraLegles were recenLly concluded (LS, ll, 1)
or are ongolng (A1, CZ, LL, Pu).

Powever ln oLher counLrles, 8ulgarla, Cyprus,
LlLhuanla, Luxemburg, MalLa, 1he neLherlands,
norway, oland, 8omanla, Slovenla, Slovakla,
such a naLlonal uL SLraLegy does noL exlsL
26

alLhough ln some of Lhese counLrles some
dlscusslons and worklng groups are already
Lrylng Lo seL up a sLraLegy, buL wlLh no offlclal
endorsemenL yeL.

8uL for example ln 8omanla, Lhe 8omanlan
MlnlsLry of lorelgn Affalrs (MlA) ls Lhe maln
lnsLlLuLlon ln charge of managlng and
lmplemenLlng Lhe naLlonal developmenL
cooperaLlon pollcy.
ln Lhls conLexL, Lhe MlA alms Lo promoLe
8omanla's lnLernaLlonal donor proflle and ln
accordance wlLh Lhe naLlonal SLraLegy on
lnLernaLlonal uevelopmenL CooperaLlon ollcy,
Lhe educaLlon and Lralnlng on developmenL ls
an addlLlonal parL of Lhe 8omanlan
developmenL cooperaLlon pollcy.

ln 8omanla, lCnu whlch ls Lhe naLlonal nCuCs
plaLform has a uL worklng group whlch
produced a uL sLraLegy, buL lL ls noL yeL fully
developed and endorsed by a
wlder range of acLors.



Gett|ng the c|v|| soc|ety |nvo|ved |n creat|on a
Nat|ona| strategy for DL : governmenLal and
non-governmenLal acLors aL naLlonal level
should engage ln longsLandlng, sLrucLured
processes of mulLlsLakeholder dlalogue, and
develop a common undersLandlng and vlslon ,
1hese contr|bute s|gn|f|cant|y to |ncreas|ng
the |nvo|ved actors' comm|tment for, support
of and performance |n DL.
Where Lhese do noL already exlsL, nCC's
should work for Lhe deslgnlng and
lmplemenLaLlon of comprehenslve and
coherenL developmenL educaLlon and
awareness ralslng sLraLegles aL naLlonal levels.
1here should be a coordlnaLed efforL aL Lu
level.
1hey should also look aL Lhe examples of
counLrles where such sLraLegles exlsLs.
nCCs should geL ln Louch wlLh Lhe MlnlsLry of
LducaLlon and lobby for Lhe supporL of
developmenL educaLlon, by explalnlng clearly
Lhe meanlng, lmporLance and beneflLs of a
susLalnable naLlon wlde lmplemenLaLlon of
developmenL educaLlon.
nCCs should work for Lhe Lralnlng of Leachers
ln Lhe fleld of developmenL educaLlon. Cnly by
creaLlng a grassrooLs level of educaLlon ln Lhe
developmenL fleld, Lhe young generaLlon can
undersLand from a young age whaL Lhe key
global lssues are and how Lhey should and can
acL.
CreaLe parLnershlps ln order Lo lmplemenL a
naLlonal program for Lralnlng of Leachers,
educaLors, and people worklng ln Lhe adulL
educaLlon secLor ln order Lo Lraln Lhem as
Lralner for developmenL educaLlon.
Cn a second level, work wlLh Lhe learners of all
ages uslng exlsLlng Lools and by creaLlng new

26
accordlng Lo Lhe daLa 2010, Luropean uevelopmenL LducaLlon MonlLorlng 8eporL uL WaLch", !ohannes krause (drafLlng
consulLanL) on behalf of Lhe Luropean MulLl-SLakeholder SLeerlng Croup on uevelopmenL LducaLlon
hLLp://www.coe.lnL/L/dg4/nscenLre/ge/uL_WaLch.pdf
13
ones, Lo promoLe awareness on MuCs and
developmenL educaLlon meanlng and
lmporLance.
1he |eve| of cooperat|on between NGC's
act|ve |n the deve|opment f|e|d |n one country
Ma[or Luropean networks engaged |n
deve|opment educat|on:
" CLnL - G|oba| Lducat|on Network Lurope
- ls a Luropean neLwork of naLlonal
agencles for Lhe supporL, co-ordlnaLlon
and/or fundlng of global educaLlon ln
Lurope. revlously faclllLaLed by Lhe norLh-
SouLh CenLre of Lhe Councll of Lurope
" Deve|opment Lducat|on Lxchange |n
Lurope ro[ect (DLLL) created to manage
the uA8L lorum - uevelopmenL Awareness
8alslng and LducaLlon lorum
27
-as one of
Lhe core-worklng group of CCnCC8u, the
Luropean Confederat|on of Deve|opment
and ke||ef NGCs.
NGDCs shou|d engage proact|ve|y on DL w|th
other c|v|| soc|ety actors and coord|nat|on
structures at Luropean |eve|.

Clvll socleLy should coordlnaLe lLs pollcy and
pracLlce ln uL Lhrough dedlcaLed naLlonal
coordlnaLlon sLrucLures, preferably wlLhln Lhe
naLlonal nCuC plaLforms or ln close
coordlnaLlon wlLh Lhese plaLforms ( lor
example lCnu ln 8omanla, as naLlonal
plaLform, 8omanlan uevelopmenL nCCs
should lnLeracL more.)

Cn Lhe oLher hand, also Lhe naLlonal plaLforms
should address nCCs ln Lhe developmenL fleld,
geLLlng Lhem lnvolved, encouraglng Lhem Lo
[oln and Lo share lnformaLlon.
1he process aL naLlonal level can be supporLed
and enrlched Lhrough neLworklng, exchange
and learnlng aL lnLernaLlonal, malnly Luropean
level, e.g. wlLhln CLnL, Lhe Luropean MSP
SLeerlng Croup on uL, Lhe nSC and
CCnCC8u/uLl, Leadlng Lu developmenL
organlsaLlons should be consulLed.
lnLernaLlonal neLworklng ls a ma[or asseL for
learnlng, lnnovaLlon and consolldaLlon of
naLlonal uL pollcles.
1hus nCCs should use Luropean and
lnLernaLlonal neLworklng opporLunlLles Lo Lhe
wldesL posslble exLend: lacebook plaLforms,
conferences, semlnars, uLLLu annual summer
school, CrundLvlg AssslsLanLshlp program,
CrundLvlg workshops, CrundLvlg LL
arLnershlps, CrundLvlg ln-servlce Lralnlngs and
conferences, ?ouLh ln AcLlon program, SalLo
plaLform eLc.
Integrat|on of DL |n forma| educat|on.
MlnlsLrles of LducaLlon(MoL) and Lhe lormal
NGC support |s key. Lngage |n bu||d|ng a
re|at|onsh|p w|th the MoL, |obby them to take
together the steps for |ntegrat|ng DL |nto

27
1he members of Lhe lorum are appolnLed by naLlonal plaLforms and neLworks, and meeL Lwlce a year, usually ln Sprlng and
AuLumn. 1he lorum esLabllshes common sLraLegles Lo sLrengLhen uevelopmenL LducaLlon ln Lurope.
hLLp://www.youLhdeved.le/developmenL_educaLlon/concords-dare-forum

16
LducaLlon SecLor play an essenLlal role ln uL,
Lhe lormal LducaLlon SecLor belng cruclal for
reallzlng general access of all clLlzens Lo quallLy
uL.

ln some counLrles, Deve|opment Lducat|on |s
|n the forma| schoo| system. lor example ln
Spaln, llnland( slnce early 1970s), Cermany
LaLvla , norway, oland , Sweden ,uk.
ln Lhe resL, DL |s not |ntegrated( AusLrla,
8elglum, 8ulgarla, Cyprus, Czech 8epubllc,
uenmark, LsLonla, Creece, lrance, Pungary,
lreland, lLaly, LlLhuanla, Luxemburg , MalLa,
1he neLherlands, orLugal, 8omanla, Slovenla,
Slovakla).
ln some, for ex AusLrla and 8elglum, Lhere are
dlscusslons abouL lL.
forma| educat|on.

resent them w|th the c|ear advantages and
the needs of todays pup||s.

Create support|ve pro[ects |n order to embed
deve|opment educat|on and awareness
ra|s|ng |n re|evant nat|ona| and LU po||c|es,
and |n forma|, non forma| and |nforma|
educat|on systems.
uevelop a sLronger developmenL educaLlon
focus for younger chlldren, and early years
learnlng, ln assoclaLlon wlLh
nursery/klndergarLen and prlmary school
Leachers, and educaLlon and chlld
psychologlsLs.
Ident|fy|ng the sources of fund|ng for DL
pro[ects
28

1he ma[orlLy of governmenLs ln Lhe norLhern
Pemlsphere operaLe agencles or
deparLmenLs- ofLen housed ln Lhelr
embassles-LhaL provlde flnanclal ald Lo nCCs
and communlLy-based organlzaLlons. AparL
from Lhese CuA unlLs or agencles, some
embassles also manage small granLs programs
ouL of Lhe offlce of Lhe Ambassador or
communlLy relaLlons unlL.
1he followlng are a few examples of such
agencles:
- AusLrallan Agency for lnLernaLlonal uevelopmenL
(AuSAlu)
- Canadlan lnLernaLlonal uevelopmenL Agency
(CluA)
- MlnlsLry for Lconomlc CooperaLlon and
uevelopmenL (8MZ/Cermany)
- ueparLmenL for lnLernaLlonal uevelopmenL
(ullu/uk)
nCC's could use :
- uL-speclflc calls for proposals by Lhe MlA ln
Lhelr respecLlve counLrles (or equlvalenL
MlnlsLry or developmenL agency), CuA
avallable ln every counLry from Lhe MlA.
-non-CuA publlc money spenL, by varlous
publlc bodles, for wlder uL acLlvlLles:
envlronmenLal educaLlon, clLlzenshlp
educaLlon, human rlghLs educaLlon, culLural
and youLh acLlvlLles wlLh uL componenL, uL ln
Lhe lormal LducaLlon SecLor
-non-publlc money spenL for uL (fundlng from
prlvaLe foundaLlons, charlLles, companles,
rellglous communlLles),
-fundlng from lnLernaLlonal donors such as Lhe
Lu (nSA-LA call for proposals
30
, LC sLrucLural
funds, uC CulLure and ?ouLh, uC LducaLlon
and CulLure eLc.), CoL, unu, governmenLal
agencles eLc.

lor Lhe non-sLaLe acLors and local auLhorlLles

28
lor a comprehenslve overvlew of Lhe uL lundlng by counLrles, check Lhe 2010, Luropean uevelopmenL LducaLlon MonlLorlng
8eporL uL WaLch", !ohannes krause (drafLlng consulLanL) on behalf of Lhe Luropean MulLl-SLakeholder SLeerlng Croup on
uevelopmenL LducaLlon hLLp://www.coe.lnL/L/dg4/nscenLre/ge/uL_WaLch.pdf
30
1he LhemaLlc programme non-sLaLe acLors and local auLhorlLles ln developmenL" alms aL encouraglng non-sLaLe acLors and
local auLhorlLles, boLh from Lhe Lu and ln developlng counLrles, Lo geL more lnvolved ln developmenL lssues. 8ased on ArLlcle 14
of Lhe Lu 8egulaLlon esLabllshlng Lhe uevelopmenL Co-operaLlon lnsLrumenL (uCl), lL replaces Lhe anclenL nCC co-flnanclng and
uecenLrallsed co-operaLlon programmes.
17
- !apan lnLernaLlonal CooperaLlon Agency (!lCA)
- Swedlsh lnLernaLlonal uevelopmenL Agency
(SluA)
- unlLed SLaLes Agency for lnLernaLlonal
uevelopmenL (uSAlu)

In koman|a for examp|e Lhe developmenL
asslsLance, lncludlng humanlLarlan asslsLance,
ls flnanced from Lhe MlA's budgeL, Lhrough a
separaLe budgeLary llne, ln accordance wlLh
Lhe exlsLlng legal framework.
29

ln developmenL" nSA-LA - uevelopmenL
LducaLlon and Awareness 8alslng ln Lhe Lu
31

check here Lhe laLesL call for proposals :
deadllne for appllcaLlons 21/11/2011
kespect of qua||ty standards and a certa|n
code of conduct.

Culdlng rlnclples
# Cholces of lmages and messages wlll be
made based on Lhe paramounL prlnclples of:
# 8especL for Lhe dlgnlLy of Lhe people
concerned, 8ellef ln Lhe equallLy of all people,
AccepLance of Lhe need Lo promoLe falrness,
solldarlLy and [usLlce.
CuallLy sLandards musL be promoLed and
adopLed, as well as an lnLernaLlonal exchange
of besL pracLlces.
use Lhe CCnCC8u approved Code of ConducL
on Lhe use of lmages and Messages (2006)
whlch provldes a framework on whlch
organlsaLlons can bulld when deslgnlng and
lmplemenLlng Lhelr sLraLegles.
32

ln Lhe communlcaLlons and where pracLlcal and reasonable
wlLhln Lhe need Lo reflecL reallLy, nCC's should sLrlve
33
Lo:
- Choose lmages and relaLed messages based on values
of respecL equallLy, solldarlLy and [usLlce,
- 1ruLhfully represenL any lmage or deplcLed slLuaLlon
boLh ln lLs lmmedlaLe and ln lLs wlder conLexL so as Lo lmprove
publlc undersLandlng of Lhe reallLles and complexlLles of
developmenL,
- Avold lmages and messages LhaL poLenLlally
sLereoLype, sensaLlonallze or dlscrlmlnaLe agalnsL people,
slLuaLlons or places,
- use lmages, messages and case sLudles wlLh Lhe full
undersLandlng, parLlclpaLlon and permlsslon (or sub[ecLs'
parenLs/guardlan) of Lhe sub[ecLs,
- Lnsure Lhose whose slLuaLlon ls belng represenLed
have Lhe opporLunlLy Lo communlcaLe Lhelr sLorles Lhemselves,
- LsLabllsh and record wheLher Lhe sub[ecLs wlsh Lo be
named or ldenLlflable and always acL accordlngly,
- Conform Lo Lhe hlghesL sLandards ln relaLlon Lo human
rlghLs and proLecLlon of Lhe vulnerable people.
- Conform Lo Lhe hlghesL sLandards ln relaLlon Lo chlldren's
rlghLs accordlng Lo Lhe ConvenLlon on Lhe 8lghLs of Lhe Chlld
(C8C), as chlldren are Lhe sub[ecLs mosL frequenLly porLrayed.
Low |eve| of act|ve c|t|zensh|p
We musL remember LhaL every euro spenL Lo
engage a Luropean clLlzen on developmenL
WhaL we have Lo show ls LhaL developmenL
educaLlon works. 1haL lL conLrlbuLes Lo
educaLlng acLlve, crlLlcal and consclenLlous

29
Source hLLp://www.mae.ro/en/node/2062
31
hLLps://webgaLe.ec.europa.eu/europeald/onllne-
servlces/lndex.cfm?AuSSChck=1318410703098&do=publl.deLu8&searchLype=AS&gm=7373847&aoeL=36338&ccnL=7373876&
debpub=&orderby=upd&orderbyad=uesc&nbubllLlsL=13&page=1&aoref=131141
32
hLLp://www.concordeurope.org/llles/medla/0_lnLerneLdocumenLsLnC/3_ress/13-Ln.-lor-approval---Code-of-ConducL-on-
lmages--messages.pdf
33
as agreed ln Lhe CCnCC8u approved Code of ConducL on Lhe use of lmages and Messages (2006),
hLLp://www.concordeurope.org/llles/medla/0_lnLerneLdocumenLsLnC/3_ress/13-Ln.-lor-approval---Code-of-ConducL-on-
lmages--messages.pdf
18
lssues ls pald back ln mulLlple ways,eg Lhrough
prlvaLe donaLlons, pollLlcal supporL, personal
engagemenL or consumer cholces.
global clLlzens. And LhaL any acLlon of Lhe
people maLLers and has an lmpacL. use Lhe
Lools( also lncluded ln Lhls gulde) Lo engage
learners as acLlve clLlzens Lo Choose 8lghL and
1ake Act|on!!!
1he ||m|ted presence of deve|opment
educat|on at post-graduate |eve| |n some
countr|es.
MasLer programs, posL graduaLe courses llke
Lhe MasLer ln lnLernaLlonal uevelopmenL
SLudles from Lhe AL l CuZA unlverslLy lasl,
8omanla ( flnanced MlA ,unu), should
embed global learnlng and have speclflc
modules around some of Lhe key concepLs such
as susLalnablllLy and dlverslLy. An lncreased
number of such programs should be flnanced
and lmplemenLed wlLh supporL from MlA.
8uL also a parLnershlp wlLh publlc lnsLlLuLlons
and uLv nCCs should be creaLed so LhaL lL
allows sLudenLs Lo galn experlences Lhrough
lnLernshlps. nCCs should lnvolve volunLeer
lnLerns ln Lhelr pro[ecLs.
llndlng parLners on uL, exchange of
lnformaLlon on uL acLlvlLles.
arLnershlps wlLh slmllar programs from
counLrles wlLh LradlLlon ln uL( ex lreland, uk)
should be esLabllshed, for example Grundtv|g
partnersh|ps whlch enable organlsaLlons Lo
work wlLh parLners from across Lurope Lo
share pracLlce, dlscuss problems and compare
soluLlons on any Loplc ln adulL educaLlon. 1hey
can examlne all Lypes of learnlng, from non-
formal Lo lnformal and formal. ConLacL your
CrundLvlg naLlonal Agency for more
lnformaLlon.
?ou can use reparatory V|s|ts fundlng Lo meeL
new parLners or dlscuss your arLnershlps
requlremenLs.
8e careful Lo respecL Lhe deadllne whlch ls 21
Iebruary 2012( more or less Lhe same every
year ) for appllcaLlon aL Lhe CrundLvlg naLlonal
Agency.
Ava||ab|||ty of teach|ng mater|a|s on DL, too|s,
methodo|og|es, examp|es and gu|de||nes for
|mp|ementat|on of DL
AlLhough Lhere are resources on Lhe lnLerneL
and Lhe nCuCs are Lrylng Lo produce Leachlng
Clvll socleLy musL dlssemlnaLe lnformaLlon,
creaLe comprehenslve and aLLracLlve learnlng
LoolklLs LhaL can provlde Lhe educaLors wlLh
Lhe basls for Leachlng uL.

19
maLerlals, Lo provlde guldance and
meLhodologles, Lhere ls sLlll a lack of resources.
LlLher Lhe ones lnLeresLed don'L flnd Lhe
maLerlals because Lhey don'L know where Lo
look or because Lhey slmply don'L exlsL,
CreaLe learnlng Lools, Leachlng LoolklLs and
guldes, lnformaLlon maLerlals wlLh sysLemaLlze
lnformaLlon on uL.
Leve| of |nterest and engagement from the
teachers] head of schoo|s] respons|b|e w|th
educat|on programs.
SomeLlmes, Leachers can be relucLanL Lo Lhe
ldea of uL, elLher because Lhey are noL
lnLeresLed, noL knowlng whaL exacLly lL means,
so Lhey don'L conslder uL an lmporLanL Loplc,
or because Lhey Lhemselves have noL been
Lralned. 1hey also lack uL relaLed
meLhodologles and Leachlng maLerlal.
8uL lL was noLlced, also from Lhe lnLeracLlon of
Lhe workshop parLlclpanLs wlLh puplls aL vaslle
Alecsandrl Plgh School, lasl durlng Lhe
CrundLvlg Workshop, LhaL puplls who
experlence global learnlng aL school are more
llkely Lo feel Lhere ls someLhlng Lhey can do, Lo
be more open Lo Lhose from dlfferenL
backgrounds and undersLand LhaL whaL Lhey
do ln Lhelr dally llves can affecL Lhose ln oLher
counLrles.
1eachers may noL be experlenced ln uslng
parLlclpaLory meLhods wlLh Lhelr puplls. 1haL ls
why, as an example of good pracLlce, Lhe
parLlclpanLs ln Lhe workshop presenLed Lhelr
campalgns ln fronL of Leachers and puplls from
Lhe Plgh school, ln an efforL Lo lnLroduce Lo Lhe
Leachers as well Lhe concepL of uL, Lo make
Lhem dlscover pracLlcal ways (vldeos, campalgn
rlbbons, problem Lree, posLers, lacebook
groups eLc) Lo Leach uL ln schools and lnvolve
as acLlve clLlzens Lhe puplls. 1he clvlc educaLlon
Leacher ls currenLly Laklng Lhe e-learnlng
course provlded by Clocal.org
Also Lhe Leachers presenL became lnLeresLed,
Lhey en[oyed Lhe lnLeracLlve presenLaLlons and
Leachlng meLhods and wllllng ln deepenlng
Lhelr preparaLlon ln Lhe uL fleld.
NGC support |s cruc|a| for engag|ng
teachers]adu|t educators]tra|ners wh|ch |s
essent|a| to |mp|ement|ng nat|on w|de DL.
lnlLlal Leacher educaLlon needs Lo embed
global learnlng and a neLwork should be
supporLed Lo share good pracLlce.

?oung people musL be prepared for Lhelr
global fuLures, Lo be able Lo respond Lo Lhe
world around ln a poslLlve and acLlve manner.
1he key Lo Lhls ls to prov|de teachers and
heads w|th the support they need to
understand the |mportance of embedd|ng
g|oba| |earn|ng |n the c|assroom.

ldeally Lhls means enabllng Leachers Lo
quesLlon ldeas and develop Lhelr
undersLandlng of and responses Lo Lhe world
key lssues, MuCs and developmenL
educaLlon.
34


nCCs should Lry to bu||d partnersh|ps w|th
schoo|s, create teach|ng mater|a|s,
gu|debooks and prov|de usefu| |earn|ng
mater|a|s, |mp||cate the |oca| commun|ty |n
the|r act|v|t|es, thus |ncreas|ng the|r
conf|dence and |mp||cat|on.

1hls gulde ls an example LhaL can be used by
Leachers / adulL educaLors for lmplemenLlng
uL.

1ralnlngs for Leachers/ adulL educaLors should
be deslgned, exchanges of experlences and
Leachers and adulL educaLors should be
encouraged Lo [oln Lhese programs( for ex
CrundLvlg arLnershlps, Comenlus programs)

34
(CrlLchley & unwln, 2008:13).
20









lormare SLudla ls sLrongly supporLlng
and encouraglng volunLeerlng, confldenL LhaL lL
creaLes an lmmense beneflL for Lhe socleLy buL
for Lhe volunLeer as well. As an acLlve expresslon
of clvlc parLlclpaLlon, volunLeerlng helps
sLrengLhenlng common values such as solldarlLy
and soclal coheslon and lL provldes also
lmporLanL learnlng opporLunlLles, and
lnLerculLural experlences. We encourage Lhe
parLlclpaLlon of volunLeers ln Lhe acLlvlLles
organlzed. lor example puplls from vaslle Alecsandrl Plgh school volunLeered wlLh lormare
SLudla and helped wlLh Lhe organlzaLlon of Lhe workshop, Lhus galnlng an acLlve learnlng
experlence, lnLeracLlng wlLh people wlLh dlverse and broad experlences, moLlvaLlng Lhem lnLo
becomlng more engaged ln Lhe clvll socleLy.
33
1o volunLeer you can have any age, any skllls, any
background, Lhere ls always someone you can help, someLhlng you can do, a pro[ecL you can geL
lnvolved ln.
As menLloned by Lhe Councll of Lhe Luropean unlon
36
:
ocootoqloq octlve cltlzeosblp ls o key elemeot lo stteoqtbeoloq cobesloo ooJ tbe Jevelopmeot of
Jemoctocy. voloototy octlvltles coostltote o tlcb leotoloq expetleoce, eooble tbe Jevelopmeot of
soclol skllls ooJ competeoces ooJ coottlbote to sollJotlty. Actloos cottleJ oot by volooteets of oll
oqes ote ctoclol to tbe Jevelopmeot of Jemoctocy, ooe of tbe foooJloq ptloclples of tbe u.
Lxamp|es of Vo|unteer programs
! Luropean Vo|untary Serv|ce (LVS)
37
, ?ouLh ln AcLlon rogram, provldes young Luropeans
wlLh Lhe unlque chance Lo express Lhelr personal commlLmenL Lhrough unpald and full-Llme
volunLary acLlvlLles ln a forelgn counLry wlLhln or ouLslde Lhe Lu. ln Lhls way, lL seeks Lo develop
solldarlLy, muLual undersLandlng and Lolerance among young people, Lhus conLrlbuLlng Lo
relnforclng soclal coheslon ln Lhe Luropean unlon and Lo promoLlng young people's acLlve
clLlzenshlp. lf you're an adulL educaLlon organlzaLlon you can offer Lhe chance Lo an LvS Lo work
wlLh you.
! An example for volunLeer opporLunlLles ls also Lhe CrundLvlg rogram, LhaL has a speclal
componenL for Sen|or Vo|unteer|ng ro[ects. nCCs can apply and use fundlng Lo bulld a lasLlng
collaboraLlon wlLh anoLher Luropean organlsaLlon around a speclflc Lheme or LargeL group,
Lhrough Lhe exchange of senlor volunLeers. Check your naLlonal CrundLvlg Agency for more
lnformaLlon.

33
Check ouL hLLp://www.cev.be/99-Lowards_a_european_year_of_volunLeerlng_2011_poslLlon_paper-en.hLml
36
CCunClL uLClSlCn of 27 november 2009 on Lhe Luropean ?ear of volunLary AcLlvlLles romoLlng AcLlve ClLlzenshlp (2011)
(2010/37/LC) hLLp://eur-lex.europa.eu/LexurlServ/LexurlServ.do?url=C!:L:2010:017:0043:0049:Ln:ul
37
hLLp://ec.europa.eu/youLh/youLh-ln-acLlon-programme/european-volunLary-servlce_en.hLm
! romote vo|unteer|ng and peace through DL
4. Gu|de||nes for teach|ng and |mp|ement|ng DL
volunLeers don'L
necessarlly have
Lhe Llme.
1hey have Lhe
hearL
21
! 1he Un|ted Nat|ons Vo|unteers (UNV)
38
programme ls Lhe un organlzaLlon LhaL
conLrlbuLes Lo peace and developmenL Lhrough volunLeerlsm worldwlde as a powerful means of
engaglng people ln Lackllng developmenL challenges, and lL can Lransform Lhe pace and naLure of
developmenL.







Deve|opment educat|on (DL) and peace educat|on
39
are educaLlonal approaches whose alms,
conLenL and sLraLegles are deflned accordlng Lo peace and developmenL agendas, and ln whlch a
number of dlfferenL acLors from clvll socleLy, lnLernaLlonal organlzaLlons and Lhe currenL
lnLernaLlonal conLexL Lake parL.
40


uL and peace educaLlon share common alms, Loplcs and approaches.

Cne of Lhe maln goals of peace educaLlon ls Lo address Lhe complexlLy of currenL confllcLs, whose
rooLs can be Lraced Lo a myrlad of facLors, lncludlng a shorLage of resources, eLhnlc and rellglous
quesLlons, excluslonary naLlonallsms, geopollLlcal facLors, mlgraLlon and narcoLlcs Lrafflcklng. and
Lo Lurn lL lnLo an educaLlonal Lool.

Cn Lhe oLher hands, Lhe, aLLalnlng susLalnable human developmenL, ln a world of deeply
enLrenched and growlng economlc lnequallLles relaLed Lo unsusLalnable developmenL ln Lhe
norLh and mlsmanaged developmenL ln Lhe SouLh, ls one of Lhe keys Lo achlevlng peace.
uevelopmenL educaLlon could conLrlbuLe Lo Lhls alm as uevelopmenL LducaLlon promoLes Lhe
elghL domalns of acLlons for a CulLure of eace
41
.










38
hLLp://www.unv.org/abouL-us.hLml
39
lor an excellenL example of an organlzaLlon dolng peace educaLlon, check hLLp://www.paLrlr.ro/ , 1he 8omanlan eace
lnsLlLuLe (A18l8), the w|nner of the Wor|d V|s|on Internat|ona| eace r|ze 2011

40
Manue|a Mesa e|nado, eace educat|on and deve|opment educat|on: an agenda for [o|nt act|on,
hLLp://www.celpaz.org/lmages/conLenldo/uLA,engllsh.pdf
41
ConLrlbuLlon from Marcos Lstrada, Spa|n, Workshop part|c|pant.
22
key areas of the Cu|ture of eace:


An example of how people engage as volunLeers Lo promoLe peace, as an expresslon of Lhelr
acLlve clLlzenshlp, was provlded durlng Lhe CrundLvlg workshop by one of Lhe parLlclpanLs,
Marcos LsLrada, Spaln.

1he global movemenL for a culLure of peace ls advanclng, as called for ln 1999 by Lhe ueclaraLlon
and rogramme of AcLlon on a CulLure of eace (A-33-243). 1hls ls Lhe concluslon of mosL
organlzaLlons from around Lhe world, as Lhey reporL progress Loward a culLure of peace ln Lhe
concluslons of Lhe 8eporL on Lhe Lnd of Lhe un lnLernaLlonal uecade for a CulLure of eace and
non-vlolence for Lhe Chlldren of Lhe World 2001-2010. lL ls documenLed by over 3,000 pages of
lnformaLlon, boLh LexL and phoLographs, submlLLed ln 2010 by 1,034 organlzaLlons from over 100
counLrles whlch are freely avallable aL hLLp://decade-culLure-of-peace.org on Lhe webslLe of Lhe
uecade 8eporL
42
. 1hls lnformaLlon ls Lhe Llp of an even larger lceberg, lL ls Lhe resulL of Lhe efforL
of a group of youLh LhaL volunLarlly elaboraLed Lhls reporL Lo presenL Lhe lnlLlaLlves carrled by
dlfferenL groups around Lhe world.

1he ?ouLh 1eam for a CulLure of eace was lnlLlally formed ln SepLember 2009 by Ceclle 8arbelLo
from Spaln, Meg vlllanueva and nlkkl uelfln from Lhe hlllpplnes and Marcos LsLrada from 8razll,
who laLer emerged as Lhe general coordlnaLor, volunLarlly commlLLed Lo assurlng Lhe flnal reporL
of Lhe decade. uesplLe Lhe lack of fund, Lhey have Lhe enLhuslasm, Lhe energy and a wlde
neLwork of youLh conLacLs LhaL could help Lo elaboraLe Lhe flnal reporL of Lhe decade. As Lhere
are lndlvlduals and organlzaLlons ln all parLs of Lhe world puLLlng loLs of efforLs Lo culLlvaLe a
lasLlng culLure of eace, oLher youLh volunLeers [olned Lhe efforLs Lo produced Lhe reporL, nlkkl
uelfln (hlllpplnes), Llllan Solhelm (neLherlands), !ohanna Craclela (Colombla), MayLe
8olLenburd (Mexlco), Shreya !anl (lndla), Cllver 8lzzl Carlson (SwlLzerland) and Plmall !lnadasa
(Srl Lanka). 1hus volunLeers' supporL were cruclal. 1he youLh Leam also counLed wlLh Lhe supporL

42
hLLp://decade-culLure-of-peace.org/2010_clvll_socleLy_reporL.pdf
CulLure
of
eace
CulLure of eace
Lhrough
Lducauon
SusLalnable
Lconomlc and
Soclal
uevelopmenL
8especL for all
Puman 8lghLs
LquallLy
beLween
Women and
Men
uemocrauc
aruclpauon
undersLandlng,
1olerance and
SolldarlLy
aruclpaLory
Communlcauon
and lree llow of
lnformauon and
knowledge
lnLernauonal
eace and
SecurlLy
23
from Lhe 8razlllan AssoclaLlon of Crganlzers of lolk lesLlvals and opular ArLs (A8rasCllA), 1he
unlLed neLwork of ?oung eacebullders (unC?), unLSCC CaLalonla (unLSCCCA1), Lhe
lundacln CulLura de az, Lhe Lscola de CulLura de au of Lhe unlversldad AuLnoma de
8arcelona, amongsL oLhers ln all conLlnenLs.

A webslLe was seL Lo recelve Lhe enLrles, as well as Word, pdf and P1ML verslons were creaLed ln
four worklng languages seL by Lhe Leam Lngllsh, Spanlsh, lrench and orLuguese. 1ough,
volunLeers have conLacLed organlzaLlon ln Lhelr naLlve language, such as 8usslan and Arablc.
volunLeers supporLed Lhe flnal reporL of Lhe decade by moblllzlng responses accordlng Lo Lhelr
language knowledge, reglon or domaln of acLlon lnLeresL. 1he youLh Leam had as senlor advlsers
uavld Adams, who was Lhe lnlLlal dlrecLor of Lhe uecade before hls reLlremenL from unLSCC and
rofessor Allcla Cabezudo, from uLACL.

1hls ls an lnLeresLlng example of how uevelopmenL LducaLlon and CulLure of eace are
lnLerconnecLed. 1hey have common goals, alLhough may noL be called by Lhe same name or
deflnlLlon.

CurrenLly, youLh people from around Lhe world are feedlng Lhe webslLe CulLure of eace new
neLwork wlLh educaLlonal lnformaLlon vlLal for developmenL. 1he arLlcles are avallable aL
www.cpnn-world.org . 1hey are golng forward wlLh Lhe reporL on a volunLeer basls and are
calllng for volunLeers Lo supporL Lhe evaluaLlon by moblllzlng responses from Lhelr own reglons
or areas of lnLeresL and are lnvlLlng boLh lndlvlduals and organlzaLlons, from all over Lhe world Lo
Lake parL ln Lhls process. 9#0:$ ;&<: .'.(.0(.=$ +.(# (#$3> ?'=&5=$ .' 1@:$0A.'8 (#$ %<5(<:$ &6
@$0%$ 0'A 0%( 01 0' 0%(.=$ %.(.B$'1 6&: A$=$5&@3$'( 0'A @$0%$C 1hey have demonsLraLed LhaL
Lhere are lndlvlduals and organlzaLlons ln all parLs of Lhe world puLLlng loLs of efforLs Lo culLlvaLe
a lasLlng culLure of eace. Lxamples can be seen ln Lhe CulLure of eace Counclls ln 8razll and
oLher counLrles, mosL recenLly ln Lhe clLy of SanLos, ln Lhe sLaLe of Sao aulo, where A8rasCllA
(8razlllan AssoclaLlon of Crganlsers of lolk lesLlvals and opular ArLs) creaLed a CulLure of eace
Councll.
?our work ls lmporLanL - noL [usL Lo Lhe reporL buL Lo Lhe CulLure of eace movemenL
around Lhe world! 8y sharlng lnformaLlon wlLh us you noL only glve vlslblllLy Lo your lnlLlaLlves,
buL also have Lhe opporLunlLy Lo exchange lnformaLlon wlLh oLher organlzaLlons and
lnsLlLuLlons".
?ou can conLacL Marcos LsLrada, Spaln by emall aL evaluaLlon[decade-culLure-of-
peace.org .


CaLher Lhem LogeLher Lo dlscuss a cerLaln Loplc for
example uslng Lhe formaL of the Wor|d Caf
43
.
uurlng Lhe workshop a world cafe sesslon
44
was organlzed on developmenL
educaLlon lssues and challenges. uurlng a world cafe parLlclpanLs are dlvlded ln

43
hLLp://www.Lheworldcafe.com/
44
lf you are lnLeresLed Lo organlze a world cafe [oln also Lhe onllne communlLy hLLp://www.LheworldcafecommunlLy.org
- CaLher learners LogeLher and make Lhem dlscuss varlous Loplcs, Lo ask quesLlons and flnd
answers, Lhlnk of global problems and soluLlons.
1ools & 8esL pracLlces

24
groups , havlng coffee aL Lhelr worklng Lables lnsLead of ln Lhe coffee break, ln a warm
envlronmenL Lo dlscuss Lhe key quesLlon. ln addlLlon, Lhey wrlLe Lhelr concluslons on a fllpcharL
paper and aL Lhe end of Lhe sesslon presenL lL Lo Lhe oLhers, allowlng everyone Lo connecL Lhelr
ldeas and LhoughLs.

Crgan|ze a numan L|brary
43
- Don't Iudge a 8ook by |ts Cover!: 1he Puman Llbrary ls an
lnnovaLlve meLhod deslgned Lo promoLe dlalogue, reduce pre[udlces and encourage
undersLandlng. 1he maln characLerlsLlcs of Lhe pro[ecL are Lo be found ln lLs slmpllclLy and
poslLlve approach. lL also allows people Lo ask quesLlons LhaL probably Lhey would be relucLanL
Lo ask ln oLher condlLlons.

Mrs. uanlela 1arlzzo, lLaly, presenLed her experlence of belng a 8ook" ln a human llbrary.
46
A
Llvlng 8ook ls a person, LhaL has chosen Lo be a publlc represenLaLlve of a cerLaln group. 1he
Puman Llbrary ls an lnnovaLlve communlLy based lnlLlaLlve, whlch alms Lo brlng people LogeLher
ln one-Lo-one conversaLlon, Lo encourage undersLandlng, challenge negaLlve sLereoLypes and
reduce pre[udlce. lL ls a slmple yeL powerful sLraLegy for bulldlng soclal coheslon beLween
dlverse communlLy members who wouldn'L ordlnarlly meeL.
Pow does lL work? All books have been volunLeers. 1here are no pald books, and Lhe servlces of
Lhe Puman Llbrary ls also free. 1he vlslLors Lo Lhe Puman Llbrary are ordlnary communlLy
members who have Lhe opporLunlLy Lo borrow" a Puman book" for a shorL perlod of Llme ln
Lhelr local llbrary aL speclflc adverLlsed Llmes and daLes. 1hey come lnLo Lhe Puman Llbrary
venue and borrow a book for 30 mlnuLes. 8eader and book slL down LogeLher, en[oy a cup of
coffee or Lea, and Lalk. ou can ta|k about anyth|ng! 1he reader wlll ask Lhe book quesLlons and
Lry Lo challenge Lhelr own sLereoLypes. AfLer half an hour, Lhe reader reLurns Lhe book Lo Lhe
llbrary, and Lhe book can be borrowed" by anoLher reader.
?ou can volunLeer Lo be a book or you can organlze Puman llbrary ln your communlLy and for
your communlLy ! lor a gu|de on numan L|brary check www.Llme-Lo-change.org.uk

100 eop|e Game - Wor|d v|||age exerc|se

1hls ls an exerclse wlLh a sLrong lmpacL on your learners, LhaL wlll make Lhem reallze also whaL ls
Lhelr degree of knowledge of global problems. lL was used durlng Lhe CrundLvlg workshop wlLh a
loL of success and Lhe groups used lL as learnlng Lool for puplls ln hlgh school.

Ask your audlence Lo lmaglne LhaL Lhe world would be a small vlllage, wlLh only 100 people.
8especLlng Lhe proporLlons of Lhe real world, ask Lhem Lo answer Lhe followlng quesLlons( do noL
provlde Lhem Lhe answers), allow Lhem Lo work ln groups and afLerwards dlscuss Lhelr answers.
1he quesLlon sheeL ls provlded below- as well as Lhe answers. lease noLe LhaL LhaL daLa are
based on an est|mated approx|mate popu|at|on of 7 b||||on peop|e |n 2011
47
accordlng Lo
unlA, Lhe unlLed naLlons opulaLlon lund and Lhe answers are approxlmaLed.

43
hLLp://humanllbrary.org/whaL-ls-a-llvlng-book.hLml
46
?ou can check also www.donnedlcarLa.org
47
hLLp://www.unfpa.org/publlc/abouL
23

If the wor|d have 100 peop|e:

























Draw conc|us|ons. D|scuss the resu|ts w|th the group.
WhaL do Lhey show? WhaL do Lhey mean Lo Lhem?
WhaL ls Lhe mosL sLrlklng dlfference beLween Lhelr percepLlon and Lhe
reallLy? Where Lhey aware of Lhese flgures?
WhaL ls Lhe role of uL ln Lhese clrcumsLances? uo Lhey see Lhe value, role and
lmporLance of uL? 1he followlng learnlng cards be used.


Challenge 1: World Development
clearly progress compared to 20,50,100 years ago- But these
trends mask great unevenness... poverty is everywhere...
nearly 1.3 billion people do not have access to clean water,
one in seven children of primary school age is out of school,
about 840 million are malnourished
an estimated 1.3 billion people live on incomes of less than 1 a
day...

United Nations Development Programme 1999

Challenge 2: Education For World Citizenship
education for world democracy, for human rights and for sustainable human
development is no longer an option but a necessity
Challenge 3: Listening to Other World Views
the way Third World issues and countries are portrayed
Development education describes and explores such realities in todays
world.

1. Pow many would be Aslans - 60
2. Pow many would be Luropeans - 12
3. Pow many would be Afrlcans -14
4. Pow many would be LaLln Amerlcans - 8
3. Pow many would be norLh Amerlcans -3
6. Pow many would be from Cceanla -1
7. Pow many would be ChrlsLlans -33
8. Pow many would be Musllms -20
9. Pow many would be Plndus -13
10. Pow many would speak Chlnese, Mandarln -13
11. Pow many would llve on less 1 $ per day - 20
12. Pow many would llve ln subsLandard houslng -80
13. Pow many would have no elecLrlclLy - 24
14. Pow many would lack safe drlnklng waLer - 33
13. Pow many would have Plv -1
16. Pow many would be llllLeraLe- 67
17. Pow many would be malnourlshed -30
18. Pow many would dle of sLarvaLlon - 1
8esulLs
26

Change can only happen lf people are well educaLed, aware
of Lhe challenges of Loday's world( whlch ls hlghly lnLerconnecLed
and lnLerdepended), have Lhe leadershlp skllls, susLalnablllLy
educaLlon, and culLural awareness Lo address Lhem. 1o be able Lo respond Lo Lhese challenges
Lhe educaLors/ Leachers need a new and lnnovaLlve lnLerdlsclpllnary approach
48
, speclal
compeLencles compared Lo LradlLlonal pracLlce, knowledge abouL Lhe challenges of globallzaLlon,
capaclLy for lnnovaLlon, dlalogue and communlcaLlon skllls, sysLems Lhlnklng, global mlndseL,
peer neLworklng ablllLy and sLrong capaclLles ln lnformaLlon and CommunlcaLlon Lechnologles
(lC1s). 1herefore Lhere ls a need Lo Lraln Lhe nexL generaLlon of susLalnablllLy leaders - LhaL wlll
sLarL Lo Lake acLlons Loday.
And Lhe approach has Lo be on Lwo levels: Lo Lraln Lhe Lralners, Lhe Leachers, Lhe adulL educaLors,
youLh Lralners so LhaL Lhey can lnvolve Lhelr learners lnLo becomlng acLlvlsLs for developmenL.
And also Lo reach dlrecLly Lhe learners, Lhe young and Lhe adulLs LhaL can lnvolve ln communlLy
developmenL and susLalnable acLlons. 1o reach Lhem, ln varlous places of Lhe world, Lo make
Lhem lnLeracL, see Lhe value and Lhe necesslLy of Lhelr acLlons, flnd soluLlons LogeLher and bulld
pro[ecLs LogeLher, Lhe e-learnlng programs provlde exLraordlnary opporLunlLles.

G|oca|tour e-|earn|ng porta|
49
ls a useful plaLform and Lool
deslgned for people engaged ln dlfferenL flelds (educaLors, Leachers,
volunLeers, Lralners, coordlnaLors of youLh groups, assoclaLlons,
communlLles, dayLlme cenLres and collaboraLors), for Lhose who, for varlous reasons, are
lnLeresLed ln parLlclpaLlve meLhods Lo lmprove and spread a global educaLlon.
lL offers a free e-learnlng course LhaL can be accessed Lhe followlng way :
- Co Lo www.glocalLour.org
- Co Lo e-learnlng
- 1o go Lo Lhe course you have Lo go Lhrough Lhe llnk: http:]]g|oca|tour.edu||fe.eu and enLer
Lhe logln and password recelved from Lhe lLallan operaLor.
- lf Lhere are problems logglng ln, please leL us know by sendlng a descrlpLlon of Lhe problem Lo
Lhe followlng address: cors|on||neQvo||nt.|t. lease provlde Lhe followlng LlLle for Lhe message:
"Access Lo Clocal 1our". 1he message musL be ln Lngllsh because Lhe plaLform operaLor ls Lhe
lLallan organlzaLlon. lf Lhe message ls ln ollsh, please send lnformaLlon Lo me (eLer Cldzkl
p|otr.o|edzk| Q swm.p|) and l wlll help ln Lhe conversaLlon. 1he downslde of Lhls soluLlon ls Lhe
exLenslon of Lhe procedure.


48
e-GLO [Earth Charter Global Learning Opportunity]
49
Source hLLp://www.glocalLour.org/e-learnlng-13.hLml
1ools-examples

! Invo|ve the teachers |n schoo|s and un|vers|t|es, the young and adu|t |earners,
transform them |nto act|v|sts for deve|opment pro[ects. rovlde Lhem wlLh clear
undersLandlng of whaL uL ls, whaL can Lhey do and whaL Lools should Lhey use ln
Leachlng developmenL Lo Lhelr sLudenLs.
! use e-learnlng porLals as a meeLlng polnL for learnlng, sharlng and lnlLlaLlves and
beneflL from Lhe LoolklLs made by varlous educaLlon organlsaLlons( lncludlng Lhls
guldebook).

1ools & 8esL pracLlces

27
1he course ls addressed Lo Lhose who wanL Lo geL Lo know Lhe hlsLory and Lhe evoluLlon of Lhe
rlghL Lo developmenL, MuCs (Mlllennlum uevelopmenL Coals) and human rlghLs and who wlsh
Lo deep a new meLhodology of Leachlng: lnnovaLlve, cross culLural and parLlclpaLlve. 1he ldea ls
Lo promoLe a new culLure of educaLlon Lo human developmenL rlghL Lhrough Lhe respecL, Lhe
promoLlon and Lhe proLecLlon of human rlghLs. 1argeL group are people engaged ln dlfferenL
flelds (educaLors, Leachers, volunLeers, Lralners, coordlnaLors of youLh groups, assoclaLlons,
communlLles, dayLlme cenLres and collaboraLors), Lo Lhose who, for varlous reasons, are
lnLeresLed ln parLlclpaLlve meLhods Lo lmprove and spread a global educaLlon.
1he flrsL ob[ecLlve ls Lo glve quallflcaLlon Lo Lhe dlfferenL conLrlbuLlons made by formal and
lnformal educaLors Lhrough Lhe updaLlng of knowledge regardlng educaLlve and pedagoglcal
Lechnlques relaLlng Lo educaLlon ln values and human advancemenL, and ln educaLlon Lo
lndlvldual and soclal responslblllLy for soclal [usLlce and solldarlLy.
1he course ls dlvlded lnLo 4 modules on Lhe followlng Lhemes:
Module n. 1 - 8lghL Lo uevelopmenL
Module n. 2 - Puman 8lghLs
Module n. 3 - LducaLlon Lo and for Puman 8lghLs
Module n. 4 - uevelopmenL and LducaLlon Lo and for Puman 8lghLs as dldacLlcal Loo
ConLacL aula 1onea for more lnformaLlon paulea.Lonea[paLrlr.ro

AnoLher example
30
provlded by one of Lhe parLlclpanLs ln Lhe CrundLvlg Workshop, Mr
Su[an Sa[a from 8angladesh/uenmark ls Lhe e-GLC
S1
[Larth Charter G|oba| Learn|ng
Cpportun|ty], a semesLer-long, onllne leadershlp course lnsplred by Lhe LarLh CharLer, LhaL Lralns
susLalnablllLy leaders. L-CLC was organlzed for Lhe flrsL Llme ln Aprll - !une, 2008 wlLh a focus on
dlglLal sLoryLelllng and communlLy leadershlp, a second e-CLC, focuslng on youLh susLalnablllLy
leadershlp, ln SepLember 2009 - !anuary 2010. 1he hlghly poslLlve LesLlmonlals from Lhe
parLlclpanLs encourage Lhe LarLh CharLer lnLernaLlonal Lo seek for opporLunlLles Lo keep Lhls
successful program up. 1here ls an enormous lnLeresL Lowards Lhls course and aL Lhe same Llme
Lhe LarLh CharLer lnLernaLlonal ls lnLeresLed ln reachlng ouL Lo as many youLh as posslble Lo
provlde Lhem wlLh capaclLles Lo Lake susLalnable acLlons ln Lhelr home communlLles Lo bulld
more [usL, susLalnable and peaceful socleLles.

arLlclpanLs meeL onllne vla webcam and mlcrophone ln e-CLC's own vlrLual conference
envlronmenL. 1he onllne sesslons Lake place every second week, for a perlod of Lhree hours and
lnclude neLworklng, workshops, presenLaLlons, and lnLervlews wlLh parLlclpanLs and experL
guesLs, as well as culLural performances. 8eLween sesslons parLlclpanLs are engaged ln
homework asslgnmenLs carrled ouL lndlvldually, ln palrs, and larger groups. 8ecause of our
unlque onllne plaLform, e-CLC parLlclpanLs are glven Lhe opporLunlLy Lo see each oLher's faces
and hear each oLher's volces. 1hls capLlvaLlng educaLlonal envlronmenL works Lo humanlze Lhe
people and Lhe lssues we are faclng beyond whaL ls posslble wlLhln a LexL-and-lmage only based
learnlng envlronmenL.

AL a Llme when educaLlon for susLalnable developmenL has become essenLlal, Lhe LarLh CharLer
provldes a valuable educaLlonal lnsLrumenL. lL encourages us Lo search for common ground ln

30
ConLrlbuLlon of Mr. Su[an Saha, uenmark, workshop parLlclpanL.
31
hLLp://www.earLhcharLerlnacLlon.org/conLenL/pages/LarLh20CharLer20Clobal20Learnlng20CpporLunlLy203
28
Lhe mldsL of our dlverslLy and Lo embrace a new global eLhlc LhaL ls shared by an ever-growlng
number of people LhroughouL Lhe world.
Slnce 2008, e-CLC has Lralned more Lhan 100 youLh from more Lhan 30 counLrles, from 3
dlfferenL conLlnenLs, 90 of whlch are ln Lhe developlng world. 1he course ls noL only Lralnlng
Lhe youLh acLlvlsLs' leadershlp capaclLles, buL lL also produces several grassrooLs level acLlon
pro[ecLs wlLh mulLlplylng effecLs.
e-GLC homepage
hLLp://www.earLhcharLerlnacLlon.org/conLenL/pages/LarLh20CharLer20Clobal20Learnlng
20CpporLunlLy
e-GLC featured on IUCN as good examp|e
hLLp://www.lucn.org/abouL/unlon/commlsslons/cec/?6970/Lxpandlng-Lhe-LarLh-CharLer-Clobal-
Learnlng-CpporLunlLy-e-CLC
V|deo message from M|ke M|ke Sheehan on e-GLC
hLLp://www.youLube.com/waLch?v=xl8mbr1la1o
1here ls also a comprehenslve e-learnlng vlrLual llbrary LhaL can be used.

1he Luropean CenLre for Modern Languages LCML ls a Councll of Lurope lnsLlLuLlon based
ln Craz, AusLrla has an onllne llbrary and resource cenLer wlLh over 7 200 documenLs and
Leachlng maLerlals.
1he program Lmpowerlng Language rofesslonals enLlLled "cooteot boseJ teocbloq ooJ
plotllloqool/coltotol owoteoess"
32
CCn8A1 produced a Lralnlng klL LhaL offers LwenLy-slx
conLenL-based dldacLlc unlLs on varlous sub[ecLs ( from maLhemaLlcs Lo human rlghLs, clvlc
educaLlon , eLhlcs ) ln Lngllsh, lrench and Spanlsh Lo be used ln classrooms.




now to create your own Deve|opment Lducat|on |earn|ng too|s us|ng
nC1 C1A1CLS ?

uurlng Lhe CrundLvlg Workshop, one of Lhe parLlclpanLs, Mrs Anna Ananleva from 8ulgarla used
Lhls opporLunlLy Lo share wlLh Lhe oLhers her experlence and knowledge wlLh regards Lo a
wonderful educaLlonal Lool called PoL poLaLoes.

What |s |t?
A seL of 3 programs, deslgned Lo creaLe lnLeracLlve lnLerneL based LCs for Leacher's needs,
produclng exerclses LhaL can be used as a Lool ln Leachlng developmenL educaLlon ln boLh
formal and non-formal educaLlon..
e-llbrary wlLh LCs on Lu clLlzenshlp, creaLed by eu Leachers (ln 23 languages)
e-llbrary wlLh LCs on Clvlc educaLlon (ln 8ulgarlan)
ueveloped by Palf-baked SofLware", a Canadlan educaLlonal group

Is th|s a free programme? As of 2010 Lhe use of Lhe producL ls free as long as you do noL make
money wlLh lL buL you need Lo reglsLer ln order Lo be able Lo use Lhe full verslon of Lhe programs.
1o use lL download lL from: hLLp://web.uvlc.ca/hrd/hoLpoL/downloads

32
hLLp://conbaL.ecml.aL/1ralnlngklL/Labld/2488/language/en-C8/uefaulL.aspx
Tools- examples

! Use ava||ab|e software to des|gn creat|ve |earn|ng too|s
29

Shou|d you know n1ML and programm|ng? no!

?ou on|y have to c|ose|y fo||ow the fo||ow|ng steps
33
lncluded here under Lhe forms of cards, for
easy use, as descrlbed by Mrs. Anna Ananleva ln a very lnLer-acLlve manner.

So you can begln
34
:



Pere are Lhe dlfferenL posslblllLles:

Iu|z : 1hls program creaLes shorL answer qulzzes. 1he learner Lypes Lhe answer ln Lhe
LexL-fleld and recelves feedback from Lhe compuLer. up Lo four posslble correcL
answers are avallable, assumlng Lhe Leacher has lncluded Lhem.
IC|ose: 1hls program creaLes gap-fllllng exerclses. 1he [ava-scrlpL looks for parLs of rlghL
answers, buL only one answer for each gap ls accepLed and feedback ls llmlLed.
ICross : 1hls program creaLes crossword puzzles 20x20 leLLers ln slze.
IMatch: 1hls program can produce elLher llsLlng exerclses, for example placlng frequency adverbs
ln order, or maLchlng exerclses, such as llnklng counLrles and naLlonallLles or beglnnlng and
endlng of senLences. As wlLh !Cross,
SS
plcLures can be used ln place of words.
IM|x : 1hls program creaLes [umbled senLence exerclses LhaL are very slmllar Lo ones LhaL can be
creaLed wlLh paper and sclssors.


33
ConLrlbuLlon of Mrs Anna Ananleva,8ulgarla, workshop parLlclpanL, oqllsb ooJ lbllosopby teocbet,anananleva[gmall.com
hLLp://anlananleva.blogspoL.com/
34
1here ls also a very useful LuLorlal proposed for each verslon lncluded ln Lhe sofLware .

33
. uoollLLle, 2001: MulLlmedla Learnlng: Lmplrlcal 8esulLs and racLlcal AppllcaLlons
hLLp://www.lpfw.edu/as/Lohe/2001/apers/doo.hLm

First steps:
! To REGISTRATE at the home page of Hot Potatoes:
http://web.uvic.ca/hrd/hotpot
Remember to do it at the same computer you will be
creating your Potatoes.



1
There are 5 Potatoes
! JQuiz for TESTS
! JClose for FILLING GAPS in a text
! JCross for making CROSSWORDS
! JMix for arranging JUMBLED SENTENCE
! JMatch for matching a notion with its explanation
2
30






MORE to finish
! Fill in the FEEDBACK with what you want your
students to read
! CHOOSE the correct answer
! Create your NEXT QUESTIONS in the same way
! Go to SAVE
! Go to CREATE a web pagE

Your First Potato is ready!
!

4
Click on the word BUILDING to
mark it, then click on GAP
! In THE NEW window opened write: Where do we
live in?
! In the field ALTERNATIVE CORRECT ANSWERS 1
write: houses
! In the field ALTERNATIVE CORRECT ANSWERS 2
write: homes,
etc. for 3
6
Click on SAVE
Click on CREATE
Your first GAP-FILLING POTATO is in your hands!
!
7
Potato 3 CROSSWORD
(the loveliest one)
! Create a NEW FOLDER for your CROSSWORD
POTATO, name it CROSS
! Start your CROSS Potato from the software (the
RED one)
! Go to: MANAGE GRID AUTOMATIC GRID MAKER
! Fill in your words for the crossword each one on
a new line!
! Click on ADD CLUES and add your explanation
! Click OK and then SAVE and CREATE WEB PAGE

8
Now Lets GO!
! Give a start of one of your Hot Pots JQuiz.
! Create a new empty folder for your potato.
! Fill in your information, e.g.
Title - CATS
Q1 Which of the following is NOT a cat breed?
A Birman
B Persian
C Chocolate Labrador
D Siamese

3
Potato 2 - JClose
! Start the JClose potato from the software (the BLUE one)
! Dont forget to create a NEW FOLDER for the new potato!
! Fill in the text in the field:
! Title: The Paradox of Our Age by George Carlin
! The paradox of our time in history is that we have taller buildings, but
shorter tempers; wider freeways, but narrower viewpoints. We spend
more, but have less; we buy more but enjoy it less. We have bigger
houses and smaller families; more conveniences, but less time; we
have more degrees, but less sense; more knowledge,but less judgment;
more experts, but more problems; more medicine, but less wellness.
We drink too much, smoke too much, spend too recklessly, laugh too
little, drive too fast, get too angry too quickly, stay up too late, get up too
tired, read too seldom, watch TV too much, and pray too seldom. We
have multiplied our possessions, but reduced our values. We talk too
much, love too seldom, and hate too often. We've learned how to make
a living, but not a life; we've added years to life, not life to years.
5
31





lf you need more help or you would llke Lo learn more, or you wanL Lo organlze a PoL oLaLo
class conLacL Mrs Anna Ananleva, Lngllsh and hllosophy Leacher,anananleva[gmall.com.

Create f|ashcards for DL w|th u|z|et


AnoLher useful Lool can be Lhe CulzleL webslLe and sofLware, LhaL allows you Lo creaLe learnlng
flashcard. 1o use lL go Lo hLLp://www.qulzleL.com
Potato 4 - JMix
! Create a new folder or your mix Potato, name it Thomas
! Start JMix from the software (the light-blue one)
! Fill in the MAIN SENTENCE:
Thomas
Aquinas
Is
a
medieval
Italian
philosopher


10
Click on SAVE, then CREATE
Your Mixed Potato is on the table!
!
11
Potato 5 - JMatch
! Create a new folder for your Match Potato, name it
CAPITALS
! In the first column, fill in the capitals:
MOSKOW
OTAVA
LONDON
ROME
PARIS
12
In the right column, write the
responding countries:
! RUSSIA
! CANADA
! GREAT BRITAIN
! ITALY
! FRANCE
13
On the FIX column click on the
couples you want to appear solved
Click on SAVE, then CREATE WEBPAGE
Your last Hot Pot is in your plate!
!

14
1ools- examples

GOOD for YOU!
Your first Cross-Potato is in the oven!
!
9
32
?ou can creaLe your own flashcards as learnlng maLerlals for your sLudenLs or you can use Lhe
exlsLlng ones. 1he flashcards allow your learners:
! Lo sLudy wlLh Learn opLlon
! Lo learn by playlng wlLh Lhe lnLeracLlve learnlng games scaLLer and space race opLlons
! Lo LesL Lhelr knowledge wlLh LesL opLlon.
lor example Lhe MuCs cards avallable on Lhe webslLe wlll allow your sLudenLs Lo learn all Lhe
MuCs, Lo answer quesLlons on Lhe MuCs, and LesL Lhelr knowledge ln an lnLer-acLlve way
maLchlng Lhe scaLLer words or obLaln a hlgh score by kllllng" Lhe words Lyplng Lhe
correspondenL word ln Lhe space race game.
Lxample:






33
"W|th hands and heart around the wor|d" - too|k|ts methodo|ogy and content for 8u|gar|an
schoo|s "Gett|ng to know! ||ot pro[ect"

ln some counLrles, for example 8ulgarla, Lhe process of lnLroduclng uL
lnLo adulL educaLlon ls aL lLs very beglnnlngs. lnlLlaLlves from Lhe clvll
socleLy are cruclal. 1eachers lack Lhe awareness of Lhe need for uL, buL also Lhe meLhods on how
Lo reach Lhelr sLudenLs wlLh such Loplc and make Lhem aware of global lssues. 1hus, Lhe clvll
socleLy musL work LogeLher Lo deslgn Lralnlngs for Leachers, provlde Lhem wlLh learnlng LoolklLs,
buL also wlLh new Leachlng meLhods.

Cne example on how clvll socleLy goL lnvolved ln Lhls ls Lhe pro[ecL "W|th hands and heart
around the wor|d" - too|k|ts methodo|ogy and content for 8u|gar|an schoo|s "Gett|ng to
know!"
S6
lead by Lhe Clobal lnlLlaLlve on sychlaLry-Sofla (Cl-Sofla) Clobal lnlLlaLlve for
sychlaLry havlng as parLners Lhe CenLer for lncluslve LducaLlon, CarlLas 8ulgarla, 8lueLlnk
lnformaLlon neLwork, Cender ro[ecL lor 8ulgarla, CooperaLlon for volunLary Servlces
8ulgarla.1he pro[ecL ls funded by Lhe Luropean Commlsslon, for Lhe perlod 2010 - 2012 ln Lhe
program non SLaLe AcLors and Local AuLhorlLles wlLh conLracL uCl-nSALu/2009/202-172.

Ms Anella Zaharleva from 8ulgarla represenLed Cl Sofla aL Lhe workshop Lngag|ng as Act|ve
C|t|zens |n Deve|opment Lducat|on" and presenLed an exLremely lnLeresLlng Lhe plloL pro[ecL for
Lhe lnLroducLlon of uevelopmenL LducaLlon (uL) ln Lhe lormal LducaLlon SysLem ln 8ulgarla
(end-2009 - end-2012), and whlch can be used as a besL pracLlce ln Lhe fleld of lmplemenLlng uL.

1he pro[ecL sLarLs from Lhe same premlses LhaL Lhe CrundLvlg workshop was based on, meanlng
LhaL global educaLlon ls an efflclenL Lool ln Lhe work of formlng acLlve young clLlzens. Lven
Lhough we are separaLed geographlcally, we all are lnLerconnecLed, as we share one planeL, we
use Lhe resources and ln Lhe world of Loday, more global and open Lhan ever, our cholces and
our acLlons lnevlLably have soclal, economlcal and envlronmenLal lmpacL on oLher people, as well
as Lhelr acLlons can Louch or reverse our everyday llfe. As clLlzens, we should be lnformed abouL
Lhese lnLerconnecLlons, as we become more and more responslble abouL Lhe fuLure. lL ls beLLer
Lo sLarL wlLh Lhls whlle we are young and curlous Lo Lhe world. 1he pro[ecL ls LargeLlng school
Leachers and Lhelr sLudenLs, Lhereby presenLlng global lssues LhaL explore Lhe economlcal, soclal
and envlronmenLal lnLerconnecLlons beLween us here" and Lhe oLhers somewhere Lhere".

1he flnal goal ls for learners Lo:
- Acqulre deep knowledge abouL Lhe Mlllennlum uevelopmenL Coals and abouL lssues such
as cllmaLe change, poverLy, access Lo educaLlon and healLh,
- 8ulld skllls such as crlLlcal Lhlnklng, declslon maklng and problem solvlng,
- uevelop values and aLLlLudes abouL soclal [usLlce, accepLance of Lhe oLher and acLlve
clLlzenshlp.

1hls ls done by a varleLy of meLhods :
- CreaLlon of educaLlonal maLerlals, LoolklLs

36
lnformaLlon and conLrlbuLlon offered by Ms Anella Zaharleva, Cl-Sofla, Workshop parLlclpanL.
Tools- examples

- CreaLe learnlng parLnershlps for uL, allowlng for Lhe lmplemenLaLlon of uL ln formal
educaLlon
34
o lor Lralners
o lor sLudenLs
o rlnLlng of a 8eader for MuCs ( avallable ln 8ulgarlan)
- CapaclLy bulldlng
o 1ralnlng of Lralners (over 22 from schools and unlverslLles from Sofla, 8lagoevgrad
and SLara Zagora LhaL now are preparlng Lhe Lralnlngs for Lhelr colleagues)
o 1ralnlng of [ournallsLs (over 30) and school boards (6)
o 1ralnlng of volunLeers
o 1ralnlng of sLudenLs (22)
- Awareness rlslng
o Medla analysls and evenLs
o Pappenlngs, lnformaLlonal evenLs

1he approach ls parLlclpaLory, lnLeracLlve, experlenLlal, based on learnlng by dolng. 1hls lncludes:
dellvery of Lhe baslc lnformaLlon on Lhe Loplc, lndependenL research made by Lhe sLudenLs,
learnlng Lhrough educaLlonal games, appllcaLlon of Lhe learned ln proposed acLlons aL local, or aL
lnLernaLlonal level.

1he LoolklL meLhodology used buy Lhe Clobal lnlLlaLlve on sychlaLry-Sofla (Cl-Sofla) ls based
on Lhe LrlnlLy framework of Lhe global and developmenL educaLlon: know|edge, sk|||s and va|ues.
1hese Lhree componenLs flow LogeLher ln Lhe learnlng process.

1he know|edge, framed ln Lhe MuCs, ls bullL on Lhe currenL lssues and
challenges faced by communlLles ln Lhe global world of Loday and
allow sLudenLs Lo gradually undersLandlng Lhe processes of
lnLerconnecLedness of one global socleLy. 1he concepL behlnd ls noL Lo
dellver knowledge, buL lL ls a personal and emoLlonal learnlng process.
1he conLenL's deslgn alms Lo permlL sLudenLs Lo open Lhelr mlnd abouL
how dlverse Lhe world ls, Lo reallze LhaL people and places are noL lsolaLed one from
Lhe oLher, buL raLher connecLed more Lhan ever Loday. llnally Lhe sLudenLs need Lo sLarL
reflecLlng, Lake a sLandpolnL and furLher plan and acL ln order for Lhe sLaLus quo regardlng baslc
human rlghLs such as safeLy, educaLlon, healLh Lo be changed.

WhaL sk|||s are we looklng for ln Lhe realm of global educaLlon ln our
LoolklLs? 1hey can be dlvlded ln Lwo maln blocks, the research sk|||s -
collecLlon, examlnaLlon, crlLlcal evaluaLlon of maLerlals, the
commun|cat|on and presentat|on sk|||s - creaLlvlLy ln wrlLlng and
presenLlng, Leam work and cooperaLlon, cross-culLural communlcaLlon.
1o be able Lo guaranLee LhaL Lhe sLudenL wlll acqulre some of Lhose
compeLences a parLlclpaLory approach Lo learnlng has Lo be applled, where Lhe
sLudenL ls noL a passlve reclplenL, buL ls acLlve player and dlscoverer, analyses, presenLs. 1oolklLs
also offer problem solvlng, plannlng Lasks, games suggesLed by Lhe learnlng-
by-dolng approach.

1he mosL lmporLanL componenL of Lhe dldacLlcal maLerlal are the va|ues.
1hey depend Lhe leasL on sub[ecLlve facLors of personallLy of Lhe
sLudenLs, on Lhe oLher hand Lhey are Lhe longesL lasLlng, as well as mosL
knowledge
Skllls
values
33
Lransferable, equally lmporLanL ln every fuLure professlonal dlrecLlon of Lhe puplls. 1he values
and aLLlLudes LhaL alm Lo be creaLed wlLhln Lhe developmenL educaLlon lessons are Lhose of
empathy, acceptance of the other, so||dar|ty, as well as read|ness Lo underLake acLlons when
[usLlce ls aL a sLake, be||eve |n the person's power to make change and to contr|bute to [ust
wor|d.

1he maLerlals are framed wlLhln Lhe MuCs as Loplcs. 1he conLenL's deslgn conslsLs of an
lnLroducLory parL for Lhe Leacher LhaL conLalns Lhe ob[ecLlves and Lhe prospecLed resulLs from
Lhe lesson, as well as background lnformaLlon on Lhe lssue.

ln order Lo guaranLee mlnlmum preparaLlon, Lhe language used for Lhe background ls dlrecLed Lo
Lhe klds, and noL Lo Lhe Leacher, allowlng hlm/her Lo slmply read Lhe maLerlal, lf needed. 1he
componenLs LhaL follow Lhe lessons are: educaLlonal game, problem solvlng as well as ldeas for
acLlons whlch puplls can underLake aL local or aL global level. usually Lhe needed maLerlal for Lhe
games ls reduced Lo a pen and a paper, someLlmes phoLocoples. Whlle consldered beneflclal for
Lhe dldacLlcal process, be very careful when use phoLographlc maLerlals, ln order noL Lo dlsLorL
Lhe percepLlon of Lhe sLudenLs for oLher places and peoples, Lhls belng an example on how
organlzaLlons use Lhe CCnCC8u approved Code of ConducL on Lhe use of lmages and Messages,
menLloned prevlously ln Lhls guldebook.

lf you are lnLeresLed Lo [oln or flnd ouL more lnformaLlon abouL Lhe pro[ecL you can conLacL
Anella Zaharleva azaharleva[glp-global.org

? 03 0 D.55$''.<3 E$=$5&@3$'( F&05, #$5@ 3$ (& /$ 0%#.$=$A>> G)$:%.1$


! #$%&'
( )$*&+
,$-
'./0'.1
!"# %& '() *
+,-. #, /0 1,
%234,5,6777
! Lngage peop|e |n creat|ve th|nk|ng, us|ng the|r exper|ences, |mag|nat|on, sk|||s to
create |earn|ng too|s and ra|se awareness on DL through advocacy campa|gns
Tools- best practices

36


lormare SLudla webslLe has Lwo examples of how parLlclpanLs ln Lhe workshop, dlvlded ln Lwo
Leams, creaLed Lwo awareness campalgns on Lhe achlevemenL of Lhe MuCs under Lhe Lheme ?
03 0 D.55$''.<3 E$=$5&@3$'( F&05,
37
#$5@ 3$ (& /$ 0%#.$=$AC 1hey worked LogeLher ln
deslgnlng Lwo campalgns for ralslng awareness on Lhe achlevemenL of Lhe MuCs.

1he campalgns represenLed an example for adulL educaLors on how Lhey can Leach developmenL
educaLlon ln schools, ln formal and non-formal educaLlon, how Lhey can lnvolve puplls and
moLlvaLe Lhem Lo acL as responslble acLlve clLlzens. 1he Lwo campalgns creaLed were:

HC CreaLed by one of Lhe
groups composed by 6
parLlclpanLs, Lhe campalgn was
called I2F2J7 I$ 0:$ F5&%05 0'A J&%05C

Why G|oca|? 8ecause Lhe campalgn wanLed also Lo lnLroduce Lhe noLlon of Clocal- meanlng
"1h|nk g|oba||y, act |oca||y"
S8
, LhaL urges people Lo conslder Lhe healLh of Lhe enLlre planeL and
Lo Lake acLlon ln Lhelr own communlLles and clLles. 8ecause lf lndlvlduals don'L acL, each on a
grassrooLs local level, Lhlnklng LhaL Lhelr acLlons wlll do have an lmpacL aL a larger scale,
governmenLs wlll also noL acL.

1he campalgn focused on one of Lhe mosL lmporLanL MuCs, MDG nr2 - Ach|eve|ng Un|versa|
r|mary Lducat|on
S9
, as a plllar for human developmenL Lhrough a very acLlve learnlng exerclse,
uslng an lnLer-acLlve Leachlng approach and powerful examples. 1he alm was Lo puL Lhe lssue of
educaLlon Lo Lhe debaLe of Lhe presenL audlence and make Lhem Lhlnk of ways how Lhey can
help, even wlLh small sLeps, Lo Lhe achlevemenL of Lhls MuC.

37
1he M|||enn|um Deve|opment Goa|s (MDGs) are elghL lnLernaLlonal developmenL goals LhaL all 193 unlLed naLlons member
sLaLes and aL leasL 23 lnLernaLlonal organlzaLlons have agreed Lo achleve by Lhe year 2013. 1hey lnclude eradlcaLlng exLreme
poverLy, reduclng chlld morLallLy raLes, flghLlng dlsease epldemlcs such as AluS, and developlng a global parLnershlp for
developmenL
38
8y deflnlLlon, Lhe Lerm glocal" refers Lo Lhe lndlvldual, group, dlvlslon, unlL, organlsaLlon, and communlLy whlch ls wllllng and
able Lo Lhlnk globally and acL locally." hLLp://en.wlklpedla.org/wlkl/1hlnk_globally_and_acL_locally
39
Goa| 2: Ach|eve un|versa| pr|mary educat|on 1arget 2A: 8y 201S, a|| ch||dren can comp|ete a fu|| course of pr|mary schoo||ng,
g|r|s and boys: -otollmeot lo ptlmoty eJocotloo. -completloo of ptlmoty eJocotloo, lltetocy of 15-24 yeot olJs, femole ooJ mole
!"#$"%&'%'&
!"# #%&
'()*+&, )-
#%& ./&-0.
!()120& .
3)+"4)-
5"2+0
3"'')(#6
0&#&(,2-&
789:;<
8(&.#&
=%.-/&
!"# %&' () *#+#,(-'#./ 0123%4(.
%.1 56%7#.#88 9%&8&.:
!" $%&' ()*'+(",- %..'// !"
"00"1!2,)3'/
!" 4' %5%1' 6 2,7'1/!%,7
-("4%( 7'&'("08',! .",.'1,/
%,7 !$' (".%( %,7 0'1/",%(
1'('&%,.' "* !$"/' .",.'1,/
!" ',%.! !$')1 1)-$!/ %,7
1'/0",/)4)()3'/
9,*"18%3", %4"2! 7'&'("0),-
."2,!1)'/ %,7 7'&'("08',! ."+
"0'1%3", 60"().:
/( #.%;,#
#+#7< -#78(.
&. 027(-#
37

1he group presenLed Lhe symbols of Lhe 8 MuCs on a paper and asked Lhe audlence Lo maLch
Lhe name of Lhe MuC wlLh Lhe symbol. 1hen Lhey dlscussed Lhe meanlng of each and one of Lhe
MuCs and Lhen uslng an exerclse Lhey Lrled Lo show why Lhey chose Lo focus on Lhls parLlcular
goal, Lhe lmporLance of educaLlon. 1he exerclse was called 2''0 A&$1'K( 8& (& 1%#&&5C

1he group creaLed a hypoLheLlc characLer named Anna and asked Lhe audlence why do Lhey
Lhlnk Aooo Joesot qo to scbool? 1hen Lhey were lnvlLed Lo explaln whaL do Lhey Lhlnk are Lhe
maln consequences of Lhe facL LhaL Aooo Joesot qo to scbool? 8ased on Lhe answers recelved, a
tree of prob|ems and soluLlons was creaLed and each answer LhaL Lhe puplls gave was wrlLLen on
a leaf, Lhus encouraglng Lhem Lo Lhlnk of Lhese lssues and help achlevlng MuC 2, undersLandlng
Lhelr personal responslblllLy and conLrlbuLlon Lhey can have. 1he paper wlLh Lhe Lree remalned
on Lhe walls lnslde Lhe classroom Lo remlnd Lhem of Lhe soluLlons Lhey can glve so LhaL Anna,
and all chlldren can go Lo school.

AnoLher way Lo engage Lhe learners was Lo make Lhem Lhlnk of Lhe problem and Lake acLlon. 1he
group creaLed a matr|x LhaL can be used for ldenLlfylng a key lssue such as educaLlon,
overcomlng barrlers, creaLlng vlslon and demandlng acLlon.






Message box
1. Va|ue]reso|ut|on:
Make your audlence nod back aL you ln
agreemenL.
2. 8arr|er:
?ou response when your audlence says
?eah, buL"
4. Lcho-v|s|on:
So whaL wlll happen lf l acL?" 1hls ls
whaL Lhe world wlll look llke lf your
audlence does whaL you wanL Lhem Lo do.
3. Ask- demand for act|on:
WhaL one, speclflc Lhlng do you wanL Lhem
Lo do?


CreaLlng uL Messages
38
Mode| message to the parents:
1. Va|ue]reso|ut|on: ?ou wanL Lhe besL
for your chlldren!

2. 8arr|er: noL educaLlng Lhem wlll cosL you
more Lhan lf you glve Lhem a proper
educaLlon.
4. Lcho-v|s|on: 1hey wlll geL ouL of school
skllled and capable of Laklng care for boLh
Lhemselves and yourself!
3. Ask-demand for act|on: keep your
chlldren ln school unLll Lhey graduaLe!


Wr|te your own message to the ch||dren:
1. Va|ue] reso|ut|on :

2. 8arr|er:

4. Lcho-v|s|on: 3. Ask-demand for act|on:

1he puplls and Leachers presenL were asked Lo wrlLe Lhelr own value, Lhlnk of how would Lhey
respond lf, presenLed wlLh Lhe value someone says ?es buL, creaLe a vlslon of whaL would
happen lf Lhelr resoluLlon would be achleved, and Lo Lhlnk of whaL needs Lo be done Lo achleve
Lhelr resoluLlon. lL was a very successful exerclse, Lhe puplls gave very moLlvaLed answers.
1hls Lype of exerclse can be used as a learnlng Lool for learners Lo become aware and engaged ln
developmenL educaLlon.

AfLer Lhese learnlng lnLer-acLlve experlences, ln order Lo remlnd Lhe learners of Lhe commlLmenL
Lhey made Lo help by Lhelr own means, by helplng oLhers Lo learn, by encouraglng Lhem Lo go Lo
school and encouraglng parenLs Lo send chlldren Lo school, by volunLeerlng, Lhe group prepared
a k|t of mater|a|s Lo be glven Lo Lhe Leachers and puplls.

1he clvlc educaLlon Leacher presenL was glven a k|t of mater|a|s Lo be used ln furLher clvlc
educaLlon classes, based on Lhe seL of exerclses presenLed, so LhaL Lhe experlence can be
mulLlplled wlLh oLher puplls.

1he klL comprlsed: lnformaLlon sheeL on MCus, yellow rlbbon wrlLLen wlLh WACAW logo Lo be
glven Lo Lhose who wanL Lo furLher promoLe Lhe campalgn, Lo be worn on Lhe wrlsL, small cards
wlLh Lhe logos of Lhe MuCs, pens and sharpener wlLh Lhe logo of Lhe MuC 2 Acbleve uolvetsol
ltlmoty Jocotloo Lo remember Lhe MuC 2, oLher lnformaLlon on uL.

All Lhose presenL were lnvlLed Lo wear Lhe yellow
WACAv rlbbon and Lo glve some Lo Lhelr frlend
and famlly, Lo promoLe acLlvlLles LhaL would
encourage people Lo sLay ln school, Lo help Lhelr
frlends sLay ln school so LhaL Lhey don'L end up llke
Aooo wbo Joesot qo to scbool.


1he campalgn was an example of uL ln schools.
Pow developmenL educaLlon Lhls can be
lmplemenLed, LaughL Lo Lhe puplls ln an aLLracLlve
39
and lnLer-acLlve manner. 1he clvlc educaLlon Leacher was presenL and agreed Lo furLher conLlnue
dlscusslng such Loplcs durlng classes.


2. L#&&1$ :.8#(4 "0M$ 2%(.&'> 1he oLher group of workshop parLlclpanLs deslgned a
campalgn whlch was called L#&&1$ :.8#( 4 "0M$ 2%(.&'> almlng aL maklng Lhe learners more
senslLlve Lo presenL global lssues, such as Lhe ones LargeLed by Lhe Mlllennlum uevelopmenL
Coals (MuCs).lL was based on Lhe premlses LhaL even small acLlons LhaL anyone can do, have an
lmpacL and Lhey do maLLer.

1he overall MuC Campalgn recognlzes cerLaln fundamenLal values as belng essenLlal Lo
lnLernaLlonal affalrs ln Lhe 21sL cenLury. MosL sLaLes are falllng on Lhe dellvery of Lhe Mlllennlum
uevelopmenL Coals - lnLernaLlonally and wlLhln lndlvldual counLrles and more, much more,
needs Lo be done beLween now and Lhe LargeL daLe of 2013.

1he MuC agenda ls noL a 'prlvaLe agenda', lL ls noL reserved for clvll servanLs, pollLlclans or
developmenL 'experLs' - lL ls a publlc agenda
60
whlch Lhe clLlzens of every counLry have a rlghL
and a duLy Lo engage wlLh, LhaL everyone from puplls Lo pollLlclans need Lo be aware of.
Awareness of Lhe MuC agenda ln all lLs dlmenslons ls fundamenLal Lo ensurlng Lhe reallzaLlon of
Lhe overall agenda and LhaL ls why Lhe group declded Lo Lake a small sLep for ralslng awareness
on Lhls lssue Lhrough Lhelr campalgn.
As a powerful example for acLlve clLlzenshlp and engagemenL and as a real Lool for developmenL
educaLlon, Lhe group sLarLed wlLh a presenLaLlon of ''(#$ 8.:5 +#& 1.5$'%$A (#$ NO''.

ln 1992, 12 year old Severn Culllns Suzukl addressed Lhe unlLed naLlons conference ln 8lo de
!anlero expresslng her concerns over envlronmenLal lssues. Many of Lhe un members crled. She
goL a sLandlng ovaLlon. Per speech became a vlral phenomenon. Per words are [usL as relevanL
Loday as Lhey were Lhen, lf noL more.

If you try to reach to your |earners of any age, th|s |s an exce||ent too| to use.

1ranscrlpL of Suzukl's speech:


60
hLLp://www.developmenLeducaLlon.le/Laklng-acLlon/mdg-campalgn/changes-needed.hLml
40
he vldeo of Lhe speech was pro[ecLed Lo Lhe Leachers and puplls presenL ln Lhe
nello, lm 5eveto 5ozokl speokloq fot .c.O. - 1be ovltoomeotol cbllJteos Otqoolsotloo. we ote o qtoop of
twelve ooJ tbltteeo-yeot-olJs ttyloq to moke o Jlffeteoce. vooesso 5ottle, Motqoo Celslet, Mlcbelle Oolqq ooJ
me. weve tolseJ oll tbe mooey to come bete ootselves, to come flve tboosooJ mlles to tell yoo oJolts yoo most
cbooqe yoot woys. comloq op bete toJoy, l bove oo blJJeo oqeoJo. l om flqbtloq fot my fotote.
losloq my fotote ls oot llke losloq oo electloo ot o few polots oo tbe stock motket. l om bete to speok fot oll
qeoetotloos to come. l om bete to speok oo bebolf of tbe stotvloq cbllJteo otoooJ tbe wotlJ wbose ctles qo
oobeotJ. l om bete to speok fot tbe coootless oolmols Jyloq octoss tbls plooet becoose tbey bove oowbete left to
qo.
l om oftolJ to qo oot lo tbe soo oow becoose of tbe boles lo olt ozooe. l om oftolJ to bteotbe tbe olt becoose
l Joot koow wbot cbemlcols ote lo lt. l oseJ to qo flsbloq lo voocoovet, my bome, wltb my JoJ ootll jost o few
yeots oqo we foooJ tbe flsb foll of coocets. AoJ oow we beot of oolmols ooJ ploots qoloq extloct evety Joy -
voolsbloq fotevet. lo my llfe, l bove Jteomt of seeloq tbe qteot betJs of wllJ oolmols, jooqles ooJ tolofotests foll
of bltJs ooJ bottetflles, bot oow l wooJet lf tbey wlll eveo exlst fot my cbllJteo to see. ulJ yoo bove to wotty
oboot tbese tbloqs wbeo yoo wete my oqe?
All tbls ls boppeoloq befote oot eyes ooJ yet we oct os lf we bove oll tbe tlme we woot ooJ oll tbe solotloos.
lm ooly o cbllJ ooJ l Joot bove oll tbe solotloos, bot l woot yoo to teollse, oeltbet Jo yoo!
- oo Joot koow bow to flx tbe boles lo oot ozooe loyet.
- oo Joot koow bow to btloq solmoo bock op o JeoJ stteom.
- oo Joot koow bow to btloq bock oo oolmol oow extloct.
- AoJ yoo coot btloq bock tbe fotests tbot ooce qtew wbete tbete ls oow Jesett.
lf yoo Joot koow bow to flx lt, pleose stop bteokloq lt!
nete, yoo moy be Jeleqotes of yoot qovetomeots, bosloess people, otqoolsets, tepottets ot polltlcloos - bot
teolly yoo ote motbets ooJ fotbets, slstets ooJ btotbets, ooots ooJ oocles - ooJ oll of yoo ote someboJys cbllJ.
lm ooly o cbllJ yet l koow we ote oll pott of o fomlly, flve blllloo sttooq, lo foct, J0 mlllloo specles sttooq - ooJ
botJets ooJ qovetomeots wlll oevet cbooqe tbot. lm ooly o cbllJ yet l koow we ote oll lo tbls toqetbet ooJ sboolJ
oct os ooe sloqle wotlJ towotJs ooe sloqle qool.
lo my ooqet, l om oot blloJ, ooJ lo my feot, l om oot oftolJ to tell tbe wotlJ bow l feel. lo my coootty, we
moke so mocb woste, boy ooJ tbtow owoy, boy ooJ tbtow owoy, ooJ yet oottbeto cooottles wlll oot sbote wltb
tbe oeeJy. veo wbeo we bove mote tboo eoooqb, we ote oftolJ to sbote, we ote oftolJ to let qo some of oot
weoltb.


lo coooJo, we llve tbe ptlvlleqeJ llfe, wltb pleoty of fooJ, wotet ooJ sbeltet - we bove wotcbes, blcycles,
compotets ooJ televlsloo set. 1be llst coo qooo fot two Joys. 1wo Joys oqo bete lo 8tozll, we wete sbockeJ wbeo
we speot some tlme wltb some cbllJteo llvloq oo tbe stteets. 1bls ls wbot ooe cbllJ tolJ os. l wlsb l wos tlcb ooJ lf
l wete, l woolJ qlve oll tbe stteet cbllJteo fooJ, clotbes, meJlcloes, sbeltet ooJ love ooJ offectloo. lf o cbllJ oo
tbe stteet wbo bos ootbloq, ls wlllloq to sbote, wby ote we wbo bove evetytbloq stlll so qteeJy?
l coot stop tblokloq tbot tbese ote cbllJteo my owo oqe, tbot lt mokes o ttemeoJoos Jlffeteoce wbete yoo
ote boto, tbot l coolJ be ooe of tbose cbllJteo llvloq lo tbe lovellos of klo, l coolJ be o cbllJ stotvloq lo 5omollo, o
vlctlm of wot lo tbe MlJJle ost ot o beqqot lo loJlo. lm ooly o cbllJ yet l koow lf oll tbe mooey speot oo wot wos
speot oo floJloq eovltoomeotol ooswets, eoJloq povetty ooJ floJloq tteotles wbot o wooJetfol ploce tbls eottb
woolJ be!
At scbool, eveo lo kloJetqotteo, yoo teocb os bow to bebove lo tbe wotlJ. oo teocb os.
- to oot to flqbt wltb otbets,
- to wotk tbloqs oot,
- to tespect otbets,
- to cleoo op oot mess,
- oot to bott otbet cteototes
- to sbote - oot be qteeJy.
1beo wby Jo yoo qo oot ooJ Jo tbe tbloqs yoo tell os oot to Jo?
uo oot fotqet wby yoote otteoJloq tbese coofeteoces, wblcb yoote Joloq tbls fot - we ote yoot owo
cbllJteo. oo ote JeclJloq wbot kloJ of o wotlJ we ote qtowloq op lo. loteots sboolJ be oble to comfott tbelt
cbllJteo by soyloq evetytbloqs qoloq to be oltlqbt, lts oot tbe eoJ of tbe wotlJ ooJ wete Joloq tbe best we
coo.
8ot l Joot tblok yoo coo soy tbot to os ooymote. Ate we eveo oo yoot llst of ptlotltles? My uoJ olwoys soys
oo ote wbot yoo Jo, oot wbot yoo soy. well, wbot yoo Jo mokes me cty ot olqbt. oo qtowo ops soy yoo love
os. 8ot l cbolleoqe yoo, pleose moke yoot octloos teflect yoot wotJs.
1book yoo.
41
classroom. 1he speech was abouL 3 mlnuLes long and agaln, Lhose presenL remalned speechless
and lmpressed, and as Lhelr consequenL reacLlon and feedback shown, undersLood Lhe
lmporLance of Lhelr acLlons and declded Lo acL more responslble.

WlLh Lhls occaslon also lormare SLudla produced a LranslaLlon ln 8omanlan of Lhe Suzukl's
Speech, whlch can be furLher used ln developmenL educaLlon classes ln 8omanla, as Lhe speech
was avallable on Lhe lnLerneL wlLh LranslaLlon on many languages buL noL ln 8omanlan. lL ls
avallable on www.formaresLudla.ro

lollowlng Lhe lmpresslve presenLaLlon, Lhe group lnvolved ln an acLlve debaLe wlLh Lhe ones
presenL, asklng some key quesLlons such as
Pow many of us acLually Lake acLlons Lo do someLhlng abouL lL?
Pow many of us wlll glve up our coffee allowance, or buy one less palr of shoes, or look aL
our grocery blll and Lhlnk, ls oll tbls fooJ oecessoty?
Pow many of us volunLeer wlLh a cause we are engaged wlLh?

1hey gave Lo Lhe parLlclpanLs some easy accesslble
seL of acLlons, resulLs and examples such as :
8us, 8|cyc|e, Wa|k : Make lL a hablL! lewer cars on
Lhe road, lesser carbon dloxlde ln Lhe alr!
8uy |n-Season and Loca| Ioods: 1haL's Lhe way! 1lnned, preserved and
lmporLed foods need more fuel lnpuLs, whlch means a blgger carbon fooLprlnL!
Conserve Water! Lvery drop counts: never wasLe waLer, re-use where posslble, do noL
dump hazardous subsLances lnLo waLer bodles, harvesL raln waLer
kecyc|e keuse keduce! lL's noL new Lo us! 8eflll, 8enew, 8ecover raLher Lhan 1hrow,
ulscard, ulspose of
8e Lnergy Lff|c|ent Save some for tomorrow! Say yes Lo ClLs (compacL fluorescenL
lamps)
ressure cook, save cook|ng fue|, use so|ar dev|ces, Servlce your vehlcle regularly, check
Lyre pressure, Ln[oy naLural llghL and venLllaLlon
No to |ast|c bags - ?es Lo CloLh 8ag. Carry one always lasLlcs do noL degrade easlly, Lhey
clog dralns, are a LhreaL Lo anlmals, release Loxlc subsLances on burnlng
Save 1rees, |ant 1rees. Lach one of us can be a SLlng! (1he 8alnforesL loundaLlon)
A Lree noL only provldes beauLy shade shelLer and food, buL also acLs as a llfeLlme slnk of
carbon dloxlde
Use kesources W|se|y. CeneraLlons have been dolng lL!
uo noL wasLe, Save energy, Save fuel, Save waLer, Save paper
Sw|tch Cff! When noL around do noL leave elecLrlcal and elecLronlc gadgeLs on. uo noL
keep 1vs, compuLers, muslc sysLems ln sLandby mode. Save elecLrlclLy, save money, care
for Lhe envlronmenL
1he parLlclpanLs were also lnvlLed Lo wrlLe Lhelr personal resoluLlons on whaL Lhey wlll do Lo help
Lhe achlevemenL of MuCs and Lo commlL Lo geLLlng lnvolved by dolng even small acLlons (llke
savlng waLer or recycllng ).
42
1he campalgns were noL made publlc only for Lhe audlence presenL ln Lhe classroom, buL Lwo
lacebook pages were creaLed Lo dlssemlnaLe Lhe message and for abouL 24h people voLed for
Lhe campalgn Lhey mosL llked.
8oLh Leams were very successful and exLremely appreclaLed by learners, buL one gaLhered a
hlgher number of llkes on lacebook and won a symbollc prlze.
8oLh campalgns are presenL on lacebook:









Lxamp|e of webs|tes Lo be consulLed for uL Lralnlng maLerlals, lnformaLlon, vacancles :

www.developmenLeducaLlon.le
www.dep.org.uk
www.donnedlcarLa.org
www.Lhlnk-global.org.uk
www.loe.ac.uk
www.lnLernaLlonalpeaceandconfllcL.org
! use Lhe neLworks avallable and Lhe resources found on Lhe lnLerneL
43
uevelopmenL LducaLlon rogram's
www.developmenLlnacLlon.org
www.lrlshald.gov.le
www.ldeaonllne.le
www.youLhdeved.le
www.developmenLeducaLlonrevlew.com
www.developmenLeducaLlon.lnfo
www.kade.le
www.concordeurope.org
www.formaresLudla.ro
www.nulgalway.le
www.monLgomerydec.org.uk
www.deeep.org
www.paLrlr.ro
www.melLlnglab.lL



















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