Proposals for the implementation of global development education for children in primary schools

Petra Karvánková, Dagmar Popjaková, and Vlasta Kovaříková. "Náměty na globální rozvojové vzdělávání dětí mladšího školního věku." Annales Universitatis Paedagogicae Cracoviensis Studia Geographica 6 (2014): 183-196. <http://eudml.org/doc/296715>.

@article{PetraKarvánková2014,
abstract = {This paper initially deals with the origins of the idea of global education. It points to the multitude of internationally existing concepts and business terms of global education which makes it difficult to implement the global dimension into real-life education. This “international” multitude is, as a result, obvious in the Czech terminology of global development education (GRV in the Czech text) where it originates as particular authors followed one or the other concept of global education. The objective of this paper is not to discuss the correctness or ambiguities in particular conceptions but to find essential contact points in relevant references and thus to offer a determinate picture regarded as GRV. Thus the paper firstly describes the interrelation of often confused concepts of global education and development education. Although it is obvious that the global education is superordinate to development education, many interested parties did not fully understood the international points of view and did not expose the meanings of particular terms. This too was the reason that in the Czech National Strategy GRV 2011–2015, the GRV was coined as a specific term. GRV is then a kind of happy medium between global education and development education. Secondly, the main topics and principles of GRV originating in the National Strategy of Development Education 2011–2015 (based on the British curriculum) are discussed along with their possible modifications and more exact definitions. The article also focuses on a “global development of an educated pupil.” The main educational objectives of GRV are listed and the importance of their differentiation by the age groups of the pupils. In the conclusion, the paper provides samples of topics for GRV of primary school children, the topic being Namibia, the African country.},
author = {Petra Karvánková, Dagmar Popjaková, Vlasta Kovaříková},
journal = {Annales Universitatis Paedagogicae Cracoviensis Studia Geographica},
keywords = {Česká republika; globální rozvojové vzdělávání; Namibie; první stupeň základní školy},
language = {pol},
pages = {183-196},
title = {Náměty na globální rozvojové vzdělávání dětí mladšího školního věku},
url = {http://eudml.org/doc/296715},
volume = {6},
year = {2014},
}

TY - JOUR
AU - Petra Karvánková
AU - Dagmar Popjaková
AU - Vlasta Kovaříková
TI - Náměty na globální rozvojové vzdělávání dětí mladšího školního věku
JO - Annales Universitatis Paedagogicae Cracoviensis Studia Geographica
PY - 2014
VL - 6
SP - 183
EP - 196
AB - This paper initially deals with the origins of the idea of global education. It points to the multitude of internationally existing concepts and business terms of global education which makes it difficult to implement the global dimension into real-life education. This “international” multitude is, as a result, obvious in the Czech terminology of global development education (GRV in the Czech text) where it originates as particular authors followed one or the other concept of global education. The objective of this paper is not to discuss the correctness or ambiguities in particular conceptions but to find essential contact points in relevant references and thus to offer a determinate picture regarded as GRV. Thus the paper firstly describes the interrelation of often confused concepts of global education and development education. Although it is obvious that the global education is superordinate to development education, many interested parties did not fully understood the international points of view and did not expose the meanings of particular terms. This too was the reason that in the Czech National Strategy GRV 2011–2015, the GRV was coined as a specific term. GRV is then a kind of happy medium between global education and development education. Secondly, the main topics and principles of GRV originating in the National Strategy of Development Education 2011–2015 (based on the British curriculum) are discussed along with their possible modifications and more exact definitions. The article also focuses on a “global development of an educated pupil.” The main educational objectives of GRV are listed and the importance of their differentiation by the age groups of the pupils. In the conclusion, the paper provides samples of topics for GRV of primary school children, the topic being Namibia, the African country.
LA - pol
KW - Česká republika; globální rozvojové vzdělávání; Namibie; první stupeň základní školy
UR - http://eudml.org/doc/296715
ER -