International Journal of Development Education and Global Learning: Vol 9 (2) published
In three new articles, the International Journal of Development Education and Global Learning explores competences and curricula in a number of European contexts, in formal and non-formal education settings.
Global how? – Linking practice to theory: A competency model for training global learning facilitators
Gundul BÜKER and Sigrid SCHELL-STRAUB present a competency model for global learning facilitators working in non-formal education. Formulated by the Facilitating Global Learning – Key Competences from Members of European Civil Society Organizations, the model offers competences in five aspects: learning to know learning to learn, learning to do, learning to be and learning to live together. The authors critically examine testing carried out by six projects in Germany, Portugal and Romania, to identify the model’s potential contribution to the practice of global learning.
Nutrition and consumer education as a constituent part of global education in the light of the new education framework in state schools in southern Germany
Claudia ANGELE examines links between nutrition and consumer education, and global education, to open up reflection about how they are might be connected beyond existing discussions of fair trade within curricula. Following analysis of competency-based nutrition and consumer education curricula in Germany she concludes that while global aspects are partially evident in some of the competences, more research is needed to determine the extent to which these translate into teaching practice.
A place for development education in the (current Spanish and English) curriculum: Finding possibilities for practice
The extent to which development education appears in the Spanish and English secondary curricula is the subject of a comparative investigation by Patricia Digón REGUEIRO, Rosa María Méndez GARCÍA, Renée DePALMA and Silvana Longueira MATOS. Reflecting on research in Galicia where teachers designed a whole-school interdisciplinary teaching plan, and informed by the UK-funded Global Learning Programme, the authors note similarities in the two contexts and argue that teachers and schools should have be more central to the process of curriculum development.
BOOK REVIEW: Daly, T., Regan, C. and Regan C. (eds) (2016), 80-20 Development in an Unequal World, 7th ed. Oxford: 80-20 and New Internationalist
In her review of the 7th edition of this well-respected publication, Tania RAMALHO highlights its dual focus: on the current challenges to definitions of poverty that impact on the politics of the term; and on world hunger, in particular the notion that the world cannot feed its population. She notes the inclusion of many diagrams, figures and cartoons to illustrate the points made by the various authors, and draws attention to the book’s potential as an educational resource.
The International Journal of Development Education and Global Learning is edited by Clare Bentall and published twice a year by UCL IOE Press. It is fully open access and there are no article processing charges. Please consult the journal’s page at UCL IOE Press for information about submitting a paper or book review. All articles are subject to peer review.