Education and Cooperation for Development
Code: 101646Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Social Education | OP | 3 |
| Social Education | OP | 4 |
| Education Studies | OP | 4 |
Contact lecturer
- Name :
- Fatiha El Mouali Samadi
- Email :
- fatiha.elmouali@uab.cat
Group languages
You can consult this information at the end of the document.
Prerequisites
This subject is an optional course for students of Social Education and Pedagogy degrees.
It is recommended to students who want to take part into the mobility Programme to Latin America. Likewise the course is recommended to those who will do the "Practicum" in any NGOs or institution that works on the field of international cooperation or Education for Sustainable Development and Global Citizenship.
Objectives
The purpouse of this subject is to offer an internatiomal perspective on the educational phenomena and the international cooperation.
The main goals of the course are:
1. Understanding different theoretical approaches of the concept of development and its critics.
2. Understanding the situation of the right to education at international level.
3. Understanding the role of the key stakholders in the field of international cooperation, and specially in the area of education.
4.-Understanding strategies of Education for Sustainable Development and its local-global connections.
Learning outcomes
- Incorporating into their analyses the contextual references needed, linked to specific problems and proposals about education for development.
- Evaluate policies and programs derived from the same concerning education for development.
- Design actions to implement education for development.
- Propose new experience-based methods or alternative solutions.
- Critically analyse the principles, values and procedures that govern the exercise of the profession.
- Propose viable projects and actions to boost social, economic and environmental benefits.
- Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
- Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
- Propose projects and actions that incorporate the gender perspective.
- Communicate using language that is not sexist or discriminatory.
- Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
- Propose new methods or well-founded alternative solutions.
Contents
I. Development: concept, approaches and its critics. Postdevelopment.
II. The right to education and the international agenda on the educational sector.
III. International cooperation: framework, stakeholders, tools and actions.
IV. Education for Sustainable Development and Global Citizenship: aims, typologies, contents and activities.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Theoretical-practical sessions | 30 | 1.2 | 1, 2 |
| Directed | 15 | 0.6 | 1, 2, 3 |
| Supervised | 30 | 1.2 | 1, 2, 3 |
| Autonomous work | 75 | 3 | 1, 2, 3 |
In isssues 1, 2 and 3 the teacher will share his presentation and students will discuss about readings.
The last theme is going to be worked by Service Learning methodology. Each group of students will design an educative campaign for an organization or a ngo. The last day each group is going to present his campaign to the roganizations.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Activities of evaluation - Debate | 20% | 0 | 0 | 1, 2, 4, 5, 7 |
| Final exam | 50% | 0 | 0 | 1, 2, 6, 10, 11 |
| Activities of evaluation . ESD Project | 30% | 0 | 0 | 1, 3, 7, 8, 9, 10, 12 |
The evaluation of this course includes a final exam and two exercises:participation in a debate on development and one work group (project design) throughtout the semester (Novembre, December, January). The last exercise will be done using Service Learning methodology. In each item, the student has a personalize feedback after 20 days of the delivery.
In order to pass the course, every item must have a minimum mark of 4 out of 10. If a lower mark is obtained, a new activity will be programmed in the terms established by the UAB regulations. If one of the 3 items are not delivered, the student would not have a mark on the global subject (\"No presentat\").
If one of the three pieces of evidence is not submitted, the overall result for the course will be recorded as \"Not submitted\".
To pass the subject the student must demonstrate good oral and written communication skills in Catalan.
The use of Artificial Intelligence (AI) tools is allowed as long as the final result reflects a meaningful personal contribution from the student. Students must clearly indicate which parts were generated using AI, specify the tools used, and include a critical reflection on their impact. Failure to disclose AI use will be considered academic dishonesty and may result in grade penalties or more serious consequences.
Plagiarism of any item is a reason of failing the subject.
The student will receive the grade “Not assessable” if they have not submitted more than 20% of the assessment activities
Attendance is a requirement to pass the subject according to the rules of the Faculty.
Students taking the course for a second time may complete a single synthesis test to evaluate the learning outcomes described in the course guide.
The exam is on December 16th for all students and in the case of taking the SINGLE ASSESSMENT, students will have to take an oral exam (50%), present an infographic on the right to education(25%) and an education campaign for global citizenship (25%).
Avaluation activities of recuperations will be done in January 20th.
Bibliography
A specialized bibliography is provided during the course for each subject.
Some of the basic documents are the following:
Andreotti, V. (2010). Global Education in the ‘21st Century’: two different perspectives on the ‘post-’ of postmodernisme. International Journal of Development Education and Global Learning 2(2)
Bonal, X., Tarabini-Castellani, A., Constans, M. , Kliczkowski, F., i Valiente, O. (2010) Ser pobre en la escuela. Habitus de pobreza y condiciones de educabilidad. Buenos Aires: Mino y Dávila.
Casares, M. i de Castro, G. (2012). Cambio social y cooperación en el siglo XXI. Ed. Intervida. (accés en línea).
De Sousa, B. (2008). Descolonizar el saber, reinventar el poder. Montevideo: Ediciones Triipe.
Green, D. (2008). De la pobreza al poder. Madrid: Oxfam.
Llistar, D. (2009). Anticooperación. Interferencias Norte‐Sur. Los problemas del Sur Global no se resuelven con más ayuda internacional. Barcelona: Icaria.
Martinez Usarralde, M.J. (2011). Sentipensar el Sur: cooperación al desarrollo y educación. Valencia: Libreria Luces
Naya, L.M. (2003). La educación para el desarrollo en un mundo globalizado. Donostia: Erein
Pogge, Th. (2007). ¿Qué es la justícia global? En Revista Latinoamericana de Filosofía, Vol. XXXIII Nº 2.
Sen, A. (2009). The Idea of Justice. London: Alan Dane
Tomasevsky, K. (2004). El asalto a la educación. Barcelona: Intermon-Oxfam.
Verger, A. i Moschetti, M. (2017). Public-private partnerships as an education policy approach: multiple meanings, risks and challenges. Paris: UNESCO.
United Nations Reports:
PNUD: HDI Report 2017
UNESCO: Global Educatin Monitoring Report, 2019
UNESCO: Rethining Educatin. Towards a common good, 2015
UN: The Sustainable Development Goals Report 2020
Software
This subject does not require any specific program.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 4 | Catalan | first semester | morning-mixed |