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 firstname.lastname@example.org , so we can send you the invitation to the online hangout.
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!