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The new version of the Global Education Guidelines builds on previous editions and on a permanent consultative process opened to formal and non-formal educators and practitioners from different cultural and geographical backgrounds, and will remain an on-going pedagogical process, object of regular updates in order to keep educators’ competences responsive to new challenges.
The drafting process of this new version involved i) an expert from the drafting team of the first GEG version; ii) a Council of Europe expert involved in the drafting of the Reference Framework of Competences for Democratic Culture [RFCDC]; iii) a senior trainer in the field of Global Education, Intercultural Education and Global Citizenship Education, contributing thus to the Council of Europe objectives for the promotion of democratic culture and intercultural dialogue.
It will serve also as the North-South Centre reference pedagogical tool within its Global Education programme advocacy and capacity-building activities for global citizenship, namely its regional seminars and workshops, and its residential and on-line courses, which will be complemented by a Massive Open Online Course.
Chapter A – What Is Global Education?
Meeting the XII Century: Competences to Engage in Global Citizenship
Chapter B – Why Global Education?
Fostering Participation through Global Education
Chapter C – Global Education and Global Competence
The Reference Framework of Competences for Democratic Culture [RFCDC]
Aligning practices for global education with the Competences for Democratic Culture
Selecting RFCDC competences for designing learning interventions
Competences related learning opportunities
Giving feedback — learners’ progress is tracked and transparent
Designing and implementing educational projects – Monitoring and Evaluation of Learning
The key descriptors
Knowledge and critical understanding
Self- Peer- and Educator Observation Template
Chapter D – Methodology and Methods for Practicing Global Education
The role of the educator
The micro-macro dimensions and vice versa
The three-time dimensions
Historicity of knowledge dimension
Power analysis dimensión
What to pay attention to
What to build up
Understanding Perspectives Interacting Across Cultural Experiences
Learning Through Global Education In Different Contexts
Formal education settings
Non formal education settings
Soft skills training
Annex Simulation:The Global Market
Chapter E – Media Literacy
Critical Thinking and Media Content: Construction and Deconstruction of Media Messages
Understanding the media environment / addressing the information crisis
Elevating our perception: knowledge and belief
Breaking stereotypes and bias transmitted by the media
Empowering Citizens’ Participation Through Social Media
Learning about the engagement on social-media
Online extremism and hate speech
Tools for online participation and activism
Responsible online participation and ethics: human rights, respect, and personal ethics
Understanding main elements of Digital Citizenship
Copyright: sharing of online content
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