Education for sustainable development and global citizenship. The challenge of the UN-decade

This article informs about the achievements and conceptional insufficiencies of "education for sustainable development" on the politico-educational and school level in Great Britain. Therefore attention is drawn to neglected connections between an education for sustainable development and the education for developmental policy. It is argued that questions concerning the interconnection between ecology, economy and society on a local, national and global scale should be put into the centre of the UN-decade, together with the promotion of political participation and of empowerment. (DIPF/Orig.)Dieser Beitrag informiert über Errungenschaften und konzeptionelle Unzulänglichkeiten der "Bildung für nachhaltige Entwicklung" in Großbritannien im bildungspolitischen und schulischen Bereich. Es wird auf vernachlässigte Zusammenhänge zwischen einer Bildung für nachhaltige Entwicklung und entwicklungspolitischer Bildung aufmerksam gemacht und dafür plädiert, Fragen der Verflechtung von Ökologie, Ökonomie und Gesellschaft auf lokaler, nationaler und globaler Ebene, verbunden mit der Förderung politischer Partizipation und von Empowerment, in den Mittelpunkt der UN-Dekade zu stellen. (DIPF/Orig.

Global Citizenship Education and Paulo Freire's Pedagogy of Hope

This article looks specifically at how global citizenship education can contribute to providing learners with a vision and purpose to address the current global challenges. It suggests that one way of doing this is to look to the ideas of Paulo Freire and his vision of a pedagogy of hope

Global and Development Education and Global Skills

Development education has its roots in Europe in response to decolonisation and the need for public support and engagement in international development. From these roots, it grew as a field of educational practice to encompass themes of global citizenship, postcolonialism and critical pedagogy. Global education, on the other hand, has its roots in broader traditions around international education from both North America and Europe. Today both educational fields have come together in many countries under the umbrella of either global learning or global citizenship education. This article reviews this growth from a UK perspective and then outlines an area, namely skills, which has to date had a lower profile than knowledge and values. It concludes by proposing a framework for global skills that is based on the author's work on pedagogy for global social justice.La educación para el desarrollo tiene sus raíces en Europa en respuesta a la descolonización y la necesidad de apoyo público y participación en el desarrollo internacional. A partir de estas raíces, creció como un campo de práctica educativa para incorporar temas de ciudadanía global, poscolonialismo y pedagogía crítica. La educación global, por otro lado, tiene sus raíces en tradiciones más amplias en torno a la educación internacional de América del Norte y Europa. Hoy en día, ambos campos educativos se han unido en muchos países bajo el título de aprendizaje global o educación para la ciudadanía global. Este artículo revisa este crecimiento desde la perspectiva del Reino Unido y luego describe un área -las habilidades- que hasta la fecha tenía un perfil más bajo que el conocimiento y los valores. Concluye proponiendo un marco para las habilidades globales que se basa en el trabajo del autor en pedagogía para la justicia social global.L'educació per al desenvolupament té les arrels a Europa en resposta a la descolonització i a la necessitat de suport públic i compromís en el desenvolupament internacional. A partir d'aquestes arrels, va créixer com a camp de pràctiques educatives per aportar temes de ciutadania global, postcolonialisme i pedagogia crítica. L'educació mundial, en canvi, té les arrels en tradicions més àmplies al voltant de l'educació internacional tant de l'Amèrica del Nord com d'Europa. Actualment, ambdós camps educatius s'han aplegat en molts països sota l'aprenentatge global o educació de ciutadania global. Aquest article revisa aquest creixement des de la perspectiva del Regne Unit i, a continuació, descriu una àrea -les habilitats- que fins avui ha tingut un perfil inferior al coneixement, i els valors. Acaba proposant un marc per a les habilitats globals que es basa en el treball de l'autor sobre pedagogia per a la justícia social global

Target 4.7 of the Sustainable Development Goals: Evidence in Schools in England

This report has been produced by Douglas Bourn, Director of Development Education Research Centre at UCL and Jenny Hatley from Bath Spa University, on behalf of the Our Shared World Coalition of organisations. The focus of Our Shared World is to lobby UK government and other policymakers on why Target 4.7 of the Sustainable Development Goals should be an integral component of all children and young people’s learning. This report has been commissioned by the network to gather evidence of the extent to which the themes of Target 4.7 of the Goals are already reflected within schools in England, and aims to demonstrate current levels of engagement in these themes, how they are being delivered, areas of success, identifiable gaps and what the priorities for policymakers should be in the future

School Linking and Global Learning-Teachers Reflections

Over the past decade, school linking has become an important feature of the landscape of global learning and development education in England. Yet what is the actual relationship between having an international link with a school in the Global South and the school's broader curriculum learning activities on global and development issues? This paper addresses this question through a review of the existing literature on global learning and school learning, and through interviews and comments from teachers from seven schools in England

Childhood development stages and learning on global issues

This helpdesk report provides a summary of available literature and evidence relating to childhood development stages; specifically, when is the best time to influence children’s thinking on global issues. This question is related to a second query covered in a separate helpdesk report that examines the development education landscape in the UK: specifically, what else apart from British Council’s Connecting Classrooms Programme is going on to build partnerships between schools in the UK and schools overseas? How many children/schools are part of something like this? These helpdesk reports are designed to help inform a business case and guide DFID’s thinking for a new approach to delivering development education in the UK when the current phases of Connecting Classrooms and the Global Learning Programme (GLP) ends. Key definitions and terminology can be found in Annex 1

Overview of UK development education landscape with a focus on partnerships between UK schools and those overseas

This rapid review provides an overview of the UK development education landscape with a focus on what else apart from the British Council’s Connecting Classrooms Programme is going on to build partnerships between schools in the UK and schools overseas? How many children/schools are part of something like this? These questions are related to a second query covered in a separate helpdesk report that examines childhood development stages; specifically, when is the best time to influence children’s and young people’s thinking on global issues? These helpdesk reports are designed to help inform a business case and guide DFID’s thinking for a new approach to delivering development education in the UK when the current phases of Connecting Classrooms and the Global Learning Programme (GLP) ends

Finding Diagnostically Useful Patterns in Quantitative Phenotypic Data.

Trio-based whole-exome sequence (WES) data have established confident genetic diagnoses in ∼40% of previously undiagnosed individuals recruited to the Deciphering Developmental Disorders (DDD) study. Here we aim to use the breadth of phenotypic information recorded in DDD to augment diagnosis and disease variant discovery in probands. Median Euclidean distances (mEuD) were employed as a simple measure of similarity of quantitative phenotypic data within sets of ≥10 individuals with plausibly causative de novo mutations (DNM) in 28 different developmental disorder genes. 13/28 (46.4%) showed significant similarity for growth or developmental milestone metrics, 10/28 (35.7%) showed similarity in HPO term usage, and 12/28 (43%) showed no phenotypic similarity. Pairwise comparisons of individuals with high-impact inherited variants to the 32 individuals with causative DNM in ANKRD11 using only growth z-scores highlighted 5 likely causative inherited variants and two unrecognized DNM resulting in an 18% diagnostic uplift for this gene. Using an independent approach, naive Bayes classification of growth and developmental data produced reasonably discriminative models for the 24 DNM genes with sufficiently complete data. An unsupervised naive Bayes classification of 6,993 probands with WES data and sufficient phenotypic information defined 23 in silico syndromes (ISSs) and was used to test a "phenotype first" approach to the discovery of causative genotypes using WES variants strictly filtered on allele frequency, mutation consequence, and evidence of constraint in humans. This highlighted heterozygous de novo nonsynonymous variants in SPTBN2 as causative in three DDD probands

Prevalence and architecture of de novo mutations in developmental disorders.

The genomes of individuals with severe, undiagnosed developmental disorders are enriched in damaging de novo mutations (DNMs) in developmentally important genes. Here we have sequenced the exomes of 4,293 families containing individuals with developmental disorders, and meta-analysed these data with data from another 3,287 individuals with similar disorders. We show that the most important factors influencing the diagnostic yield of DNMs are the sex of the affected individual, the relatedness of their parents, whether close relatives are affected and the parental ages. We identified 94 genes enriched in damaging DNMs, including 14 that previously lacked compelling evidence of involvement in developmental disorders. We have also characterized the phenotypic diversity among these disorders. We estimate that 42% of our cohort carry pathogenic DNMs in coding sequences; approximately half of these DNMs disrupt gene function and the remainder result in altered protein function. We estimate that developmental disorders caused by DNMs have an average prevalence of 1 in 213 to 1 in 448 births, depending on parental age. Given current global demographics, this equates to almost 400,000 children born per year