Assessment approach of Development Education and Global Citizenship Education

Pastor-García, Maria Inmaculada; López-Toro, Alberto Antonio; Moral-Toranzo, Felix

doi:10.26754/ojs_ried/ijds.326

Cited by 3 publications

(4 citation statements)

References 6 publications

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“…Social sustainability deals with different aspects of human rights. The customs, uses, and practices of indigenous peoples are compatible with the protection of natural resources and ethnocultural diversity [50]. Good Living seeks to take care of the nature that we are part of [45].…”

Section: Evaluation Challenges In An Sl Projectmentioning

confidence: 99%

“…Some authors experience limitations because they steer away from measuring superior capacities, such as the transfer of knowledge or argumentation. Others authors criticized that the most outstanding element of the LOMCE (Spanish education legislative framework) [49] model is its return to mandatory assessments to complete this stage, similar to those deleted in obsolete laws [50].…”

Section: Introductionmentioning

confidence: 99%

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Teaching Down to Earth—Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach

et al. 2020

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The Bologna Process and the European Higher Education area require the application of new active methodologies in the classroom that place the student at the center of his or her learning process. In the present work, we analyze the application of a Service-Learning (SL) methodology in the context of a Final Degree Dissertation (FDD) in the degree in Environmental Sciences at the University of Extremadura (Spain). The project deals with an isolated Kichwa community in Ecuador and involves the development of alternative science education materials for the capacitation of in-service science teachers. This paper evaluates how an FDD carried out according to Service-Learning (SL) principles can help in the acquisition of so-called “soft skills” and how these can be focused in the promotion of the sustainable development goal (SDG) knowledge and achievement. To this end, a qualitative study of the experience and a deep evaluation, followed by a final reflection, were carried out. According to the preliminary results, we can conclude that Higher Education should include SDGs in its teaching praxis and could do this successfully using the SL methodology.

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Section: Evaluation Challenges In An Sl Projectmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching Down to Earth—Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach

et al. 2020

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“…Competence-based learning that is built around self-discovery where students interact with their environment, reflect and apply skills in everyday contexts is a suitable approach for nurturing global citizens (Pastor-garcía et al, 2019). Oxfam -an international non-profit organisation-encouraged providing resources to assist teachers' in developing global citizens who can learn, reflect, participate in the world, as an essential part of their social justice and human rights approach to solve world issues and address local and global challenges (Bourn, 2016;Oxfam, 2015).…”

Section: Developing Global Citizenship In Schoolsmentioning

confidence: 99%

Are schools in Oman planning to produce global citizens? A critical analysis of schools’ visions and missions

Al’Abri

Al-Naabi²,

Ambusaidi³

2022

Citizenship, Social and Economics Education

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This paper investigates the existence of GCED principles in Omani Basic Education schools’ visions and missions. A qualitative exploratory collective case study research design was used by analysing 50 schools’ vision and mission statements for the existence of five GCED principles: peace and conflict, human rights, identity and diversity, environment concerns, commitment to social justice, democracy and equity. The results revealed the varying existence of GCED principles, with commitment to social justice, democracy and equity principle being the most evident principles and the environment concerns principle the least evident in the dataset. For enabling schools to produce global citizens, schools need a revision of their visions and missions for better inclusion of GCED principles.

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“…Along the same lines, for decades the European Union has been trying to complete the curricula of all educational levels in member countries to include in them issues directly related to global education such as solidarity, social justice, gender equality, environmental sustainability, peace... (Pastor-García et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Global Education in the Spanish Educational Policies of Elementary and Primary Education: Utopia or Reality?

Santamaría-Cárdaba,

Martínez-Scott

2023

ActPaed

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Global education is becoming increasingly relevant at the international level, since forming critical citizens who act against inequalities and in favor of sustainable development is undoubtedly the path to where social transformation should be headed. The role of formal education in developing global competence in students is undeniable, which makes it necessary to include it in educational policies. This study uses a qualitative perspective since a documentary analysis is made to investigate the treatment of global education in the current educational curricula in Spain for Elementary Education and Primary Education. The results show deficiencies when dealing with several key issues for the correct teaching of global education.

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Assessment approach of Development Education and Global Citizenship Education

Cited by 3 publications

References 6 publications

Teaching Down to Earth—Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach

Teaching Down to Earth—Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach

Are schools in Oman planning to produce global citizens? A critical analysis of schools’ visions and missions

Global Education in the Spanish Educational Policies of Elementary and Primary Education: Utopia or Reality?

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