Development Education in European Rural Areas: The Work Done by NGODs
DOI:
https://doi.org/10.26754/ojs_ried/ijds.367Keywords:
Development Education, non-governmental organisations for development, civil society organisations, European Union, rural areaAbstract
Non-governmental organisations for development (NGODs) and civil society organisations (CSOs) are key actors to the development of solidarity, a priority goal in European Union policies. NGODs and CSOs carry out Development Education (DE) projects and programmes, among other tasks. Rural DEAR Agenda-EYD 2015 (Development Education in Rural Areas 2015) is a European project analysing DE initiatives by NGODs and CSOs in rural areas in seven European countries: Italy, Spain, Greece, Poland, Bulgaria, Cyprus, and Malta. A questionnaire was designed and sent to these NGODs/CSOs. In addition, there were three working group sessions in each country, involving all the relevant stakeholders. The project consisted in the analysis of fields of action, target populations, types of funding, action planning, and evaluation. The results show that in rural areas fewer initiatives are conducted, they are not especially designed for their target populations, and they have serious limitations in the aspects analysed.Downloads
References
ARGIBAY M, CELORIO G (2005). La Educación para el Desarrollo. Gobierno Vasco, Vitoria. http://www.dhl.hegoa.ehu.es/ficheros/0000/0023/La_educacion_para_el_desarrollo.pdf, accessed May 26, 2018.
ASAH ST (2015). Post-2015 Development Agenda: Human Agency and the Inoperability of the Sustainable Development Architecture. Journal of Human Development and Capabilities 16(4).
BALLESTEROS GARCÍA C (2002). Supermercados de la solidaridad. In: Nieto L (ed.). La ética de las ONGD y la lógica mercantil. Icaria, Barcelona, pp. 89-134.
BALBIS J (2001). NGOs, Governance and Development in Latin America and the Caribbean. UNESCO MOST Discussion Paper-N 53. UNESCO, Paris. http://digital-library.unesco.org/shs/most/gsdl/cgi-bin/library?e=d-000-00---0most--00-0-0--0prompt-10---4------0-1l--1-en-50---20-preferences---00031-001-1-0windowsZz-1256-00&cl=&d=HASH01000b50ae2385471f29df53&x=1, accessed May 26, 2018.
BEBBINGTON AJ, HICKEY S, MITLIN DC (2008). Can NGOs Make a Difference?: The Challenge of Development Alternatives. In: Bebbington AJ, Hickey S and Mitlin DC (eds.). Can NGOs Make a Difference?: The Challenges of Development Alternatives. Zed Books, London, pp. 3-37.
BONI A (2014). Un análisis de los discursos institucionales en la cooperación y la educación desde la perspectiva de la educación para la ciudadanía global: Reflexiones a partir del caso español. Sinergias 1:101-115. http://www.sinergiased.org/index.php/revista/item/56-un-analisis-de-los-discursos-institucionales-en-la-cooperacion-y-la-educacion, accessed December 20, 2017.
BONI A, PÉREZ-FOGUET A (2008). Introducing Development Education in Technical Universities: Successful Experiences in Spain. European Journal of Engineering Education 33(3):343-354. http://dx.doi.org/10.1080/03043790802088723, accessed December 15, 2017.
BOURN, D (2014). La teoría y la práctica de la educación para el desarrollo: una pedagogía para la justicia social global. Routledge, London.
BOURN D (2015a). The Theory and Practice of Development Education: A Pedagogy for Global Social Justice. Routledge, London.
BOURN D (2015b) From Development Education to Global Learning: Changing agendas and possibilities. Policy and Practice: A development education review (20):18-36. https://www.developmenteducationreview.com/sites/default/files/Issue%2020A4%20(1).pdf#page=21, accessed February 8, 2018.
CARBONE M (2008). Mission Impossible: the European Union and Policy Coherence for Development, Journal of European Integration 30(3):323-342.
CARRACEDO BUSTAMANTE M, DOMENECH LLORENTE E, PÉREZ-MIGUEL L (2017). Marco introductorio. In: Observatory of International Development Cooperation of the University of Valladolid (OCUVa) (ed.). Diagnóstico de la Educación para el Desarrollo en el ámbito rural europeo. Rural DEAR Agenda-EYD 2015 project, Valladolid, pp 13-18. https://www.ruraldearagenda.eu/documents/10593/203336/Diagn%C3%B3stico+RDA/eb1789d3-8558-47ed-aa0f-455e0f8efcd1, accessed January 17, 2018.
CENTRE TRICONTINENTAL (1998). Les ONG: instruments du néo-liberalisme ou alternatives populaires? L’Harmattan, Paris.
CLARK J (1991). Democratizing Development: The Role of Voluntary Organizations. Earthscan, London.
DARNTON A, KIRK M (2011). Finding Frames: New Ways to Engage the UK Public in Global Poverty. Oxfam, Department for International Development (DFID), London.
DOMENECH LLORENTE E, CARRACEDO BUSTAMANTE M, PÉREZ-MIGUEL L (2017). Diseño metodológico. In: Observatory of International Development Cooperation of the University of Valladolid (OCUVa) (ed.). Diagnóstico de la Educación para el Desarrollo en el ámbito rural europeo. Rural DEAR Agenda-EYD 2015 project, Valladolid, pp. 19-22. https://www.ruraldearagenda.eu/documents/10593/203336/Diagn%C3%B3stico+RDA/eb1789d3-8558-47ed-aa0f-455e0f8efcd1, accessed January 17, 2018.
EDWARDS M, FOWLER A (2002). NGO Management. Earthscan, London.
EDWARDS M, HULME D (1995). Non-Governmental Organisations: Performance and Accountability: Beyond the Magic Bullet. West Hartford, London. Kumarian, Earthscan.
ERRO SALA J, VENTURA J (2002). El trabajo de comunicación de las ONGD en el País Vasco. Hegoa, Bilbao. http://publicaciones.hegoa.ehu.es/uploads/pdfs/147/comunicacion_ongs_pasis_vasco._investigacion.pdf?1488539559 , accessed January 17, 2018
EUROPEAN MULTI STAKEHOLDER STEERING GROUP ON DEVELOPMENT EDUCATION (2007). The European Consensus on Development: The Contribution of Development Education & Awareness Raising. DEEP Program, European Commission.
EUROPEAN MULTI-STAKEHOLDER STEERING GROUP ON DEVELOPMENT EDUCATION (2010). European Development Education Monitoring Report «DE Watch». DEEP Program, European Commission.
FOLEY C (2008). Developing critical thinking in NGO field staff. Development in Practice 18 (6):774-778. http://dx.doi.org/10.1080/09614520802386827, accessed January 17, 2018.
GADOTTI M (2008). Education for Sustainability: A Critical Contribution to the Decade of Education for Sustainable Development. Green Theory & Praxis The Journal of Ecopedagogy 4(1). DOI:10.3903/gtp.2008.1.3.
GÓMEZ-QUINTERO JD, MORENO FERNÁNDEZ JR, JACOTE SIMANCAS C, ALMAGUER KALIXTO P, CABEZUDO BALLESTEROS E, TAPIADOR VILLANUEVA R, DIESTE GRACIA B et al. (2017). Diagnóstico de la Educación para el Desarrollo y la Ciudadanía Global. Provincia de Zaragoza. Cooperation for Development at the University of Zaragoza, Zaragoza. http://www.dpz.es/areas/bienestar-social-y-desarrollo/ficheros/diagnostico-educacion-para-el-desarrollo-y-la-ciudadania-global, accessed January 17, 2018.
HÖCK S (2004). Structures for the Support of Development Education in Europe. Zeitschrift für Entwicklungspädagogik und internationale Bildungsforschung 2:7-14. https://www.pedocs.de/volltexte/2013/6144/pdf/ZEP_2_2004_Hoeck_Structures_for_support.pdf, accessed May 20, 2018
HULME D, EDWARDS M (1997). NGOs, States and Donors: Too Close for Comfort? St. Martin’s Press, New York.
IRANZO A (2017). La comunicación de las ONGD: la lenta erosión del enfoque caritativo dominante. Anuario Electrónico de Estudios en Comunicación Social «Disertaciones» 10(1):66-83. http://dx.doi.org/10.12804/revistas.urosario.edu.co/disertaciones/a.4910, accessed May 20, 2018.
KORTEN D (1990). Getting to the 21st Century: Voluntary Action and the Global Agenda. Kumarian Press, West Hartford.
KRAUSE J (2010). European Development Education Monitoring Report «DE Watch». DEEEP, Brussels.
LLISTAR D (2009). Anticooperación. Icaria, Barcelona.
MARTÍNEZ-SCOTT S (2014). La Educación para el Desarrollo en la formación inicial del profesorado. Estudio de casos en la asignatura Educación para la paz y la igualdad. PhD diss., University of Valladolid, Facultad de Educación de Segovia. https://uvadoc.uva.es/bitstream/10324/5691/1/TESIS563-140728.pdf, accessed December 20, 2017.
MARTÍNEZ-SCOTT S, MONJAS AGUADO R, VÍRSEDA PASTOR R, SAN ROMUALDO VELASCO L (2017). Estudio de la Educación para el Desarrollo en el ámbito de las ONG y OSC. In: Observatory of International Development Cooperation of the University of Valladolid (OCUVa) (ed.). Diagnóstico de la Educación para el Desarrollo en el ámbito rural europeo. Rural DEAR Agenda-EYD 2015 project, Valladolid, pp. 109-125. https://www.ruraldearagenda.eu/documents/10593/203336/Diagn%C3%B3stico+RDA/eb1789d3-8558-47ed-aa0f-455e0f8efcd1, accessed January 17, 2018.
MCKERNAN J (2001). Investigación-acción y currículo. Morata, Madrid.
MCNEILL D, ST. CLAIR AL (2011). Poverty, Human Rights, and Global Justice: The Response-Ability of Multilateral Organizations. Globalizations 8:97-111. https://doi.org/10.1080/14747730600702840, accessed December 20, 2017.
MIGUEL GONZÁLEZ LJ (2012). Educación para el Desarrollo en Castilla y León: cómo vemos el mundo. Observatory of International Development Cooperation of the University of Valladolid (OCUVa), Valladolid. https://www.eii.uva.es/webcooperacion/doc/observatorio/ED.pdf, accessed December, 20 2017.
MUÑOZ CHACÓN IP (2015). El alcance mediático de los gabinetes de comunicación de las ONGD pro inmigrantes. Análisis de la campaña «¿Y tú de quién eres?» de la fundación Sevilla Acoge en 2013. PhD diss., University of Seville. https://idus.us.es/xmlui/handle/11441/33172, accessed December 20, 2017.
NUSSBAUM MC (2000). Women and Human Development: The Capabilities Approach. Cambridge University Press, Cambridge.
NUSSBAUM MC (2015). Philosophy and Economics in the Capabilities Approach: An Essential Dialogue. Journal of Human Development and Capabilities 16(1):1-14. https://doi.org/10.1080/19452829.2014.983890, accessed December 20, 2017.
ORTEGA CARPIO ML (1994). Las ONGD y la crisis de desarrollo: un análisis de la cooperación con Centroamérica. Iepala, Madrid.
ORTEGA CARPIO ML, SIANES A, CORDÓN R (2015). El rol de la universidad en el proceso de Educación para el Desarrollo: un análisis comparado de sus documentos estratégicos. Sinergias 2:64-78. http://www.sinergiased.org/index.php/revista/item/72-universidad-ed-proceso, accessed May 17, 2018.
PARK SY (2007). Citizenship Education Through NGOs. http://www.citized.info/pdf/commarticles/Citizenship%20Education%20through%20NGOs%20-%20sun%20young.pdf, accessed December 20, 2017.
PARK SY, SENEGAČNIK J, MBUGUA WANGO G (2007). The Provision of Citizenship Education Through NGOs: Case Studies from England And South Korea. Journal of Comparative and International Education 37(3):417-420.
PLATAFORMA 2015 Y MÁS (2011). Renovando nuestro papel: hacia la transformación social. In: Martínez I (ed.). Renovando el papel de las ONGD: hacia la transformación social. Editorial 2015 y más, Madrid, pp. 69-89. http://www.2015ymas.org/IMG/pdf/Renovando_el_papel.pdf, accessed December 20, 2017.
PÉREZ-MIGUEL L, DOMENECH LLORENTE E (2017). Opinión de sectores: grupos de trabajo locales. In: Observatory of International Development Cooperation of the University of Valladolid (OCUVa) (ed.). Diagnóstico de la Educación para el Desarrollo en el ámbito rural europeo. Rural DEAR Agenda-EYD 2015 project, Valladolid, pp. 155-178. https://www.ruraldearagenda.eu/documents/10593/203336/Diagn%C3%B3stico+RDA/eb1789d3-8558-47ed-aa0f-455e0f8efcd1, accessed January 17, 2018.
RAJACIC A, SURIAN A, FRICKE HJ, KRAUSE J, DAVIS P (2010). DEAR in Europe-Recommendations for Future Interventions by the European Commission. Final Report of the Study on the Experience and Actions of the Main European Actors Active in the Field of Development Education and Awareness Raising. https://webgate.ec.europa.eu/fpfis/mwikis/aidco/images/d/d4/Final_Report_DEAR_Study.pdf, accessed January 17, 2018.
RIBEIRO AB, CAETANO A, MENEZES I (2016). Citizenship Education, Educational Policies and NGOs. British Educational Research Journal 42(4):646-664.
RIBEIRO AB, RODRIGUES M, CAETANO A, PAIS S, MENEZES I (2012). Promoting Active Citizens?: The Critical Vision of NGOs over Citizenship Education as an Educational Priority across Europe. International Journal of Progressive Education 8 (3):32-47. http://inased.org/v8n3/ijpev8n3.pdf, accessed January 17, 2018.
RODRÍGUEZ SAN JULIÁN E, BONI A, ARIAS B, BALLESTEROS JC, MEJÍAS I (2014). Evaluación ex ante en Educación para el Desarrollo: una propuesta de indicadores en el ámbito formal. UPV/AECID, Valencia. http://www.mastercooperacion.upv.es/images/mcad/cuad_ed2.pdf, accessed January 17, 2018.
RUIZ VARONA JM (2012). Educación para el Desarrollo en las escuelas de Cantabria: diagnóstico, propuestas y recursos. https://web.unican.es/unidades/cooperacion-internacional-desarrollo/Documents/publicaciones/RuizVarona_EDEscuelasCantabria2012.pdf, accessed January 17, 2018.
RURAL DEAR AGENDA-EYD (2015). Development Education in European Rural Areas. 2015. https://www.ruraldearagenda.eu/documents/10593/11645/Resumen+Proyecto+%C2%A8Rural+DEAR+Agenda%C2%A8.pdf/e7e4898d-ecb3-449e-a578-5386e40addb3, accessed January 17, 2018.
SALINAS RAMOS K (2014). Acercando la Educación para el Desarrollo a la escuela: una mirada internacional, una mirada local. Gráficas Castuera, Pamplona.
SCHEUNPFLUG A, MCDONNELL I (2008). Building Public Awareness of Development: Communicators, Educatiors and Evaluation. Policy Brief 35. OECD Development Centre, Paris. http://www.oecd.org/dev/41043735.pdf , accessed May 15, 2018.
SEN A (2005). Human Rights and Capabilities. Journal of Human Development 6(2):151-166. http://dx.doi.org/10.1080/14649880500120491, accessed January 17, 2018.
SENILLOSA I (1998). A New Age of Social Movements: A Fifth Generation of Non-Governmental Development Organizations in the Making. Development in Practice 8(1):40-53.
SIANES A, ORTEGA CARPIO ML, CORDÓN R (2014). ¿Puede la educación para el desarrollo promover una mayor coherencia de políticas para el desarrollo? Revista de Economía Mundial 37:249-278. http://www.redalyc.org/pdf/866/86632964011.pdf, accessed May 20, 2018.
SMITH B (2008). International Non-Governmental Development Organizations and Their Northern Constituencies: Development Education, Dialogue and Democracy. Journal of Global Ethics 4(1):5-18. http://dx.doi.org/10.1080/17449620701855270, accessed January 20, 2018.
ST. CLAIR AL (2006). Global Poverty: Development Ethics Meets Global Justice. Globalizations 3(2):139-157. https://doi.org/10.1080/14747730600702840, accessed May 17, 2018.
ST. CLAIR AL (2011). Ideas in Action: «Human Development» and «Capability» as Intellectual Boundary Objects. In: Saetnan AR, Lomell HM, Hammer S (eds.). The Mutual Construction of Statistics and Society. Routledge, London, pp. 136-153.
TKACIK J (2015). Beyond GDP for Beyond 2015. Journal of Human Development and Capabilities 16(4):619-614. http://dx.doi.org/10.1080/19452829.2015.1106452, accessed January 17, 2018.
TORREGO L, MARBÁN JM (2017). Opinión de personas expertas: método Delphi. In: Observatory of International Development Cooperation of the University of Valladolid (OCUVa) (ed.). Diagnóstico de la Educación para el Desarrollo en el ámbito rural europeo. Rural DEAR Agenda-EYD 2015 project, Valladolid, pp. 179-196. https://www.ruraldearagenda.eu/documents/10593/203336/Diagn%C3%B3stico+RDA/eb1789d3-8558-47ed-aa0f-455e0f8efcd1, accessed January 17, 2018.
TREVIÑO RANGEL J (2004). Las ONG de derechos humanos y la redefinición de la soberanía del Estado Mexicano. Foro Internacional 3(177):509-539.
UNESCO (2015). Global Citizenship Education. Topics and Learning Objectives. UNESCO, Paris.
UNITED NATIONS (2015). Transforming Our World: The 2030 Agenda for Sustainable Development. A/Res/70/1. http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E, accessed February 10, 2018.
VALERO AMARO V (2015). Orientación al mercado en las ONGD españolas. Análisis de su influencia sobre la innovación y el desempeño. PhD diss., University of Extremadura, Badajoz. http://dehesa.unex.es/handle/10662/4119?locale-attribute=en, accessed May 15, 2018.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Suyap Martínez-Scott, Roberto Monjas-Aguado, Luis Torrego-Egido
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.