We would
like to invite you to the next e-academy on the issue:
Transformative
Education for Global Citizenship, Challenges and Opportunities of Monitoring (Expert: Ms Amy Skinner, DEEEP 4
Researcher at Concorde europe).
The
e-academy asks for your expert opinion on the topic of educational impact
assessment vs process focused learning assessment, for your expertise on
education for global citizenship and different monitoring and measuring
mechanisms.
The
e-academy will be arranged on Tuesday 7th October after lunch at 1
pm Berlin time and will be lasting max 1 hour. During the explorative debate we
will learn about the state of the deep research on Global Citizenship Education
while contributing with our expert knowledge and opinion on the questions added
in the attachment.
Please
indicate your availability by email for the session latest until Monday 6th
October by email to pirker@adb.de , so we can send you the invitation to the online hangout.
background info
DEEEP (http://deeep.org/) is currently conducting
research into the challenges and opportunities of monitoring ‘Education for
Global Citizenship’ (EGC) within formal, non-formal and informal education. EGC
in this context is taken to include a range of overlapping approaches such as,
for example, Human Rights Education, Education for Sustainable Development,
Global Education etc. It is hoped that the research will contribute to current
discussions about targets and indicators for Education for Global Citizenship
as part of the proposed education goal to ‘Ensure inclusive and equitable
quality education and promote life-long learning opportunities for all’
within the post-2015 Sustainable Development Goals.
We are
seeking the views of education practitioners (including teachers, adult
educators, community educators) on the processes, methodologies and targets
which they would find useful for monitoring progress on such a goal,
particularly where it relates to proposed target 4.7 which states:
‘by 2030
ensure all learners acquire knowledge and skills needed to promote sustainable
development, including among others through education for sustainable
development and sustainable lifestyles, human rights, gender equality,
promotion of a culture of peace and non-violence, global citizenship, and
appreciation of cultural diversity and of culture’s contribution to sustainable
development’
We
recognise that this sets out an ambitious target in a highly contested area,
and that monitoring progress towards this goal will be challenging,
particularly since it is meant to be applicable to all countries and relevant
to educators in very diverse settings across the globe. We are also aware that
monitoring and assessment raises a lot of controversies and can often reduce
the creative and transformative process of learning to that which is easiest to
measure. Traditional monitoring frameworks often tend to be outcome rather than
process focused and designed from a policy-monitoring perspective rather than
from a practitioners perspective. There is therefore a need for research into
developing new frameworks which go beyond current technocratic, quantitative
monitoring of education through test results towards understanding the
transformative effects of learning. We are interested in exploring whether
monitoring frameworks hinder or support transformative EGC at practitioner
level, and understanding if and how it is possible to create new ways of
understanding the learning that is taking place.
We look forward to exploring your views on these
issues with you on Tuesday 7th October at 1pm CET!
