In this context of globalization, there is growing interest in global citizenship education (GCED), signaling a shift in the role and purpose of education to that of forging more just, peaceful, tolerant and inclusive societies. The United Nations Secretary-General’s Global Education First Initiative (GEFI), launched in 2012, has been instrumental in raising awareness of the importance of global citizenship to building a better future for all. UNESCO, in response to the increasing demand from its Member States for support in empowering learners to become responsible global citizens, has made GCED one of its key education objectives for the next eight years (2014-2021).
Javier Collado interviews Hawa Aden Mohamed with special occasion of World Refugee Day. Mrs. “Mama” Hawa was the founder and director of the Galkayo Education Centre for Peace and Development in Puntland, northeastern Somalia. She was declared the winner of the 2012 Nansen Refugee Award. Mohamed is a former refugee who returned to Somalia in 1995, where she launched an education program to assist people uprooted by the country’s persistent conflict.
Balata Camp is the largest refugee camp in the West Bank.
The area is 0.25 km2.
The population registered by the UNRWA are 26,500 but the real number in the camp are 28,000.
The unemployment rate in Balata camp is more than 25%.
There are 4 schools in 3 buildings with 6500 students.
Health-care facilities: 1 UNRWA clinic and 2 other health-care centers.
The poverty rate in Balata camp is more than 45%.
More than 40% of the people suffer from chronic diseases (Diabetic, pressure and nerves and respiratory diseases) because of the overcrowded population.
Major problems in Balata:
• High unemployment
• Bad water and sewage network
• High population density
• Overcrowded schools
Video edition: Gonzalo Boronat Badía (Butidog Media)
Realization: Ruth Marjalizo
Translation: Mohammed Saleh
Documentary about the experience of Jose Maria Barroso and Javier Collado on a project of International Cooperation on “Improving basic health conditions and educational quality of rural Peruvian-Ecuadorian border, district Lancones, Piura, Peru.” The project was conducted in the village of “Chilacos Pelados”. The documentary shows our educational philosophy based on internationalism and Freirean theory of awareness of the population. In the documentary you can see the different educational strategies used, as different levels of awareness of the population, from the micro level in the Educational Institution of Chilacos Pelados, as macro level through the radio program “Education for Life” issued by Radio Cutivalú, which we came to all rural areas in all the region of Piura.
The team of “Educar Para Vivir”, with Javier Collado as coordinator, proposes in this video the idea that Global Citizenship Education supports cross-cultural and innovative methodologies to achieve meaningful learning, and a phenomenological awareness of citizenship to achieve progress in humanity ́s evolution. We assent to the Millennium Development Goals of the United Nations for 2015 and 2025.
Through Educar Para Vivir we approach the teaching-learning process from the adjacent dialectic of multidisciplinary issues that Global Citizenship Education enable us to build. We appreciate diffusion of knowledge in an effort to avoid cognitive conflicts between different educational actors. Consequently, through Educar Para Vivir we can find and experience meaningful and pragmatic learning about various problems of the globalized world of the twenty-first century. Meaningful learning is motivated by existentialism and by the theoretical-epistemological fundamentals of socio-constructivism that a truly Global Citizenship Education enables. Approaching teaching and learning this way, we are making an effort to get a free, fair and equal society.
Special thanks to United Nations, Federal University of Bahia (Brazil), Movimento sem Teto da Bahia and to all the people who send us their videos.
The purpose of Professor Javier Collado is to contribute to achieving the general objectives and core competencies set by the Organic Law 2/2006 of March 3, in the high school, with the “diffusion of knowledge” through a photo exhibition and an educational-multidisciplinary talk and consciousness-raising that will address the “different realities-realities equal” to live in the countries he has been working in Latin America: Bolivia, Peru, Ecuador, Colombia, Panama, Costa Rica, Nicaragua, El Salvador, Honduras, Guatemala, Belize, and Mexico.
The money proceeds from the sale of photographs will go to the International Association of Healthcare in Spain (AISE).
This video shows a brief overview of the work as international volunteers developed to raise awareness in rural area of Lancones District in Piura (Peru). Our work is based on the “pedagogy of love” as an engine of social change, and our philosophy is “Educating for life.”