Have the AEEE results been declared

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1 däçä ~ äéë = iéêåéåi = kéìéë = iéêåéåi = âçãééíéåòçêáéåíáéêíéë = iéêåéå = An attempt to unravel the catchwords of the current pedagogical discussion by Hans-Martin Große-Oetringhaus NK = däçÄÉ can only be global solutions. That is why you have to understand the connections, have to see how people live elsewhere, what problems they have and what they have to do with us. You have to recognize that this is why we can only solve problems worldwide together. And that has to be learned. For this, competencies have to be acquired. So: global learning is required. Global learning is another buzzword for many! Basically, global learning combines educational approaches from peace and environmental education, human rights education, intercultural education and development-related educational work. Global learning should not be a new subject, but a special way of dealing with questions that should permeate all subjects. Global learning has something to do with the fact that living conditions are recognized in their globality and local options for action are developed. It has to do with the fact that social issues that affect everyone are shaped by each individual, that the fundamental rights of every individual are respected, including children's rights. Global learning takes place wherever you stand up for justice, globally. It takes place where it is not forgotten that future generations also have the right to life. It takes place where cultural diversity is felt to be enriching, where solidarity with the weaker is naturally lived. In view of global structures, development and peace efforts must also have a global character if they are to take effect. The globalization of society in all areas demands an even greater increase in intrinsic complexity. Because when people's social environment has become so complex and complicated, it becomes more and more difficult to prepare for individual life situations. Rather, the ability to withstand contradictions is gaining in importance, as is getting to know different people and lifestyles and communicating with them, and above all the expansion of a repertoire of behavioral possibilities in the face of different situations. So: global learning in every respect is required. Guiding principles of global learning Global learning is based on the guiding principle of sustainable development, as called for in Agenda 21. It detects the links between the local and global levels and deals with global social inequalities. Global learning is a response to globalization and the associated risks: holistic and worldwide. The focus is on life contexts. Global learning is based on an image of human beings that

2 2 is shaped by cultural diversity, solidarity, participation and ethical principles. Feeling, thinking, judging and acting, identity and worldview are important learning fields. Everyone a teacher But not only the topics are global. The methods of teaching must be too. Global also means that the subjects in question are developed holistically and from a multi-perspective and not fragmented, particular or shortened in a discipline-specific manner. Because learning can be very diverse and varied and take place in different places, not just in the classroom: lessons in the shopping center. Or in the waste incineration plant. In an employment agency. In the car scrap yard. In the newspaper office. At the organic farmer. In court. In the accommodation for asylum seekers. On the assembly line in the factory. In the museum. In the mosque, church or synagogue. In the one world shop. The people from and with whom one can learn can be just as diverse as the places of learning. Classmates from other countries or their parents report on life in their cultures and explain their meaning and their origins. They describe their flight and the reasons that led them to do it. School parents report from their professions. A mother is a doctor and can explain why people in Australia get cancer when those in Europe, North America or China blow up pollutants. Or a garbage man describes what he discovers in the garbage. And together they could consider what alternatives there are to throwing away. Everyday life offers unlimited ideas and possibilities. Schoolchildren make global learning concrete Numerous schoolchildren have made it clear that global learning does not have to remain an abstract technical term, but that it can become very concrete. The children's rights teams at terre des hommes and the school classes who take part in the student solidarity campaign have plenty of ideas. They develop theater scenes, set up shares to support projects, create collages, works of art, wall newspapers and information boards, publish their own duplicates or develop PowerPoint presentations. Participation Children become active themselves. They become agents to influence their lives and that of their peers in other countries. They have the right to band together, to attend to their own affairs, to express their opinions, to interfere, to stand up for their interests individually and collectively, even when it runs counter to the interests of adults. The United Nations Convention on the Rights of the Child has raised the general awareness of the right to participation and enshrines it. Beginning Global strife, global injustice and global destruction of our livelihoods can only be countered if we also oppose globality, if we are with global solidarity and global commitment, if we

3 3 answer with global learning. Global learning thus also becomes a form of learning that has to contribute to the realization of ecological children's rights. OK = lêáÉåíáÉêìåÖëê ~ ÜãÉå = The orientation framework for the “Global Development” learning area emphasizes the importance of dealing with the subject of the environment in class and acquiring skills in order to be able to realize and perceive these. It was developed jointly by the Standing Conference (KMK) and the Federal Ministry for Economic Cooperation and Development (BMZ). The orientation framework for the learning area global development aims to provide assistance for the development of curricula and school curricula, for the design of lessons, as well as for learning area-specific requirements and their review. He leaves a systematic description of the learning objectives and learning content in their chronological sequence and methodical-didactic implementation to the curricula and school-internal curricula, but makes orienting statements about the competencies that students should acquire, the topics and specialist content necessary for the acquisition of these Competencies are important and suitable for the performance requirements that are to be achieved and checked in specific tasks. All three aspects are geared towards the educational goals of the learning area and are intended to ensure that these are achieved as far as possible: Education in the global development learning area is intended to give schoolchildren a future-oriented orientation in the increasingly globalized world, which they further expand in the context of lifelong learning can. Under the guiding principle of sustainable development, it aims in particular at basic competencies for an appropriate design of personal and professional life, participation in one's own society and shared responsibility in a global context. The orientation framework says: »Effective action competencies such as the ability and willingness to pursue goals of sustainable development in the private, school and professional areas based on responsible decisions and to participate in their implementation on a social and political level are without the ability to acquire knowledge and for analysis as well as a corresponding assessment competence is not conceivable. To identify sub-processes of learning as well as for the development of curricula and the construction of lessons and tasks, it makes sense to differentiate sub-competencies as components of a complex competence. They enable the formulation of specific requirements in the process and their verification. «The decisive areas of competence for the global development learning area are

4 4 Recognize, evaluate, act The orientation framework describes these three central areas of competence as follows: Recognition 1. Obtaining and processing information Obtaining information on questions of globalization and development and processing it on a topic-related basis. 2. Recognizing diversity Recognizing the socio-cultural and natural diversity in the One World. 3. Analysis of global change Analyze globalization and development processes professionally with the help of the model of sustainable development. 4. Differentiation between social levels of action Social levels of action from the individual to the world level in their respective function for development processes. Assessment 5. Change of perspective and empathy. Make yourself aware of, appreciate and reflect on your own and other value orientations in their significance for shaping your life. 6. Critical reflection and opinion through critical reflection on globalization and development issues and orientate yourself on the international consensus building, on the model of sustainable development and on human rights. 7. Assessment of development measures Work out approaches for the assessment of development measures taking into account different interests and framework conditions and arrive at independent evaluations. Action 8. Solidarity and shared responsibility Recognize areas of personal shared responsibility for people and the environment and accept them as challenges. 9. Understanding and conflict resolution Overcoming socio-cultural and interest-based barriers in communication and cooperation as well as in conflict resolution. 10. Ability to act in global change to secure social ability to act in global change, especially in the personal and professional area, through openness and willingness to innovate as well as through an appropriate reduction of complexity and endure the uncertainty of open situations. 11. Participation and co-creation The pupils are capable and, based on their informed decision, ready to pursue goals of sustainable development in their private, academic and professional lives

5 5 area and to participate in its implementation on a social and political level. These competencies are concretized in subject areas. The rights of children can be addressed and worked out in various of the topics listed in the orientation framework. PK = kÉìÉë = iÉêåÉå = L = hçãéÉíÉåòçêáÉåíáÉêíÉë = iÉêåÉå == Increasingly, the recognition of the necessity of a so-called new learning is gaining ground. It says that learning should no longer be primarily about imparting thematic knowledge, but rather about acquiring skills. A profound paradigm shift is underway in the German education system, which can be described with the catchwords “new learning”, “new learning culture”, “output orientation” or “competence orientation”. It is about a new understanding of education that no longer focuses on imparting fixed knowledge, but on acquiring the knowledge, skills and abilities that enable people to find solutions to problems independently and responsibly. New learning can build on the theory and practice of global learning. ”Global learning endeavors to take a more differentiated view of complex development issues and thus supports the demand for interdisciplinary issues of new learning. Global learning brings the southern perspective of the people in Africa, Asia and Latin America and thus promotes the competence required in New Learning to change perspective. Global learning is particularly geared towards action-oriented learning and thus corresponds to the objective that new learning should not only aim at gaining knowledge, but also at design skills. Global learning has developed a considerable variety in the area of ​​methods and thus accommodates new learning, which is geared towards diverse forms of individualized and independent learning. Global learning is based on reflected values, for example on political or religious goals of social justice or the Universal Declaration of Human Rights and thus corresponds to the ability to make value decisions, as is also required in New Learning. «(Venro working paper No. 19 , 2010: Global learning meets new learning culture) QK = hçãéÉíÉåòÉêïÉêÄ = áã = wìë ~ ããÉåÜ ~ åÖ = âçäçöáëåüéê = háåçéêêéåüíé == As part of a competence-oriented learning, pupils should acquire skills in recognition and action. Specifically, this means for the area of ​​ecological children's rights: Recognize pupils should acquire the competence, manifestations of environmental destruction and their causes and consequences (especially those for children and

6 6 their future prospects) and to be able to recognize the need for sustainable countermeasures (including the ecological rights of children). This first requires the competence to obtain and process information on questions of ecological children's rights, to be able to analyze globalization and development processes with the help of the model of sustainable development and to be able to differentiate between the different social levels of action from the individual to the global level in their respective functions . Evaluate Pupils should also acquire the competence to evaluate the causes, manifestations and consequences of environmental degradation and thereby the necessity of realizing ecological children's rights. This requires, on the one hand, the ability to become aware of one's own and other people's value orientations and interests in connection with sustainable development by means of a change of perspective, and to be able to appreciate and reflect on them. On the other hand, it requires the competence to be able to take a position on issues of sustainable development and ecological children's rights through critical reflection. Action Pupils should finally acquire the competence to be able to actively act according to their knowledge for the preservation of the environment and thus for their ecological children's rights. This includes the competence to recognize one's own personal responsibility and to be able to accept it as a challenge. It is important to be able to translate this into active action in private, school and public areas. These general competencies are concretized in subject areas. The terre des hommes campaign on ecological children's rights focuses in particular on three sub-skills: The pupils should acquire the skills, the consequences of the use of pesticides, the consequences of environmental poisoning by extractive industries (mines) and the consequences of climate change, water pollution and To recognize and evaluate water shortages and to be able to stand up for a non-poisoned environment and thus for ecological children's rights on a local and global level. With such a focus, terre des hommes would like to make the connectivity of global learning to new learning concrete.