Seminar GO-GN 20-21 April 2015 @ Banff, Canada. Global Meeting Open Education Consortium By Dalila Coelho

1. DEVELOPMENTEDUCATION IN PORTUGAL:
TOWARDSA COMPREHENSIVEUNDERSTANDING OF
PRACTICES AND CONCEPTS
Dalila Coelho, João Caramelo & Isabel Menezes (Supervisors)
Doctoral Programme in Education
University of Porto
Faculty of Psychology and Educational Sciences
Centre for Research and Intervention in Education
4th Seminar – Global OER Graduate Network, Banff – 19th to 24th April 2015

2. Roadmap
1. Focus & knowledge domains
2. Research questions
3. Rationale
4. Study context
5. Objectives
6. Methodological design
7. Current point
8. Development (Open) Education
9. References

3. 1.Focus & knowledge domains
• Recent and current projects, practices and educational resources in the field
of development education (DE)
• Rationale and representations/conceptions of DE current main promoters
and others eventually relevant (e.g. emerging actors)
• Possible articulations, distances and proximities between the practices and
representations levels
characterize, analyze and understand the Portuguese DE scenario within a
European perspective from reference countries (Spain, UK,…)
non-governmental, higher education and policy levels
representatives, practitioners, researchers, professionals
Keywords: Development Education; concepts; practices; Portugal

4. 2.Research questions
 How do European and national DE promoters at the nongovernmental, higher
education and policy levels address DE, regarding the rationale, projects, practices and
educational resources?
 Which representations, views and concepts do the actors (representatives,
practitioners, researchers, other professionals…) of such entities have regarding their
organizations' DE rationale, projects, practices and educational resources?
 At the national level, how is DE being implemented in the context of specific projects
and what is the vision and experience of project’s beneficiaries and teams?
 Which relations can be identified between the rationale, projects, practices,
educational resources and the representations/concepts regarding DE in Portugal, and
by the discussion of results with DE project’s beneficiaries and teams?

5.  North-South Centre oh the Council of Europe
 Maastricht Declaration on Global Education (2002)
 European Consensus on Development (2006)
 Education For All Initiative UNESCO (1990 –)
 Global Education First Initiative United Nations 2012-2016
 2015 European Year for Development
Challenge: More education in Development Goals Pós-2015
3.Rationale (1)
INTERNATIONAL ATENTION
 Globalization
 Growing (awareness of)
inequalities
 Widening educational
experience
 Preparing “global” citizens
(ENED, 2009: Hicks, 2002; Liddy, 2013; Bourn, 2014;
Chabbott, 2009)
THE WORLD TODAY

6. Education for/as development
(Global) citizenship education
Human rights (education)
(Human) development studies
Development cooperation (in education)
Postcolonial studies (North-South issues)
RELEVANT CONCEPTS WITHIN DEVELOPMENT EDUCATION DEFINITION
REFERENCE AREAS
3.Rationale (2)
“ongoing educational process that favours North-South social, cultural, political and economic
interactions and promotes those values and attitudes of solidarity and justice that should
characterize responsible global citizenship. It is in itself an active learning process aimed at
raising public awareness of, and mobilising society around the priorities for sustainable human
development” (IPAD, 2005: 45-
46)
Development education
Education for development
Global citizenship education
Global education
Global dimension
Global learning
CONCEPTUAL CONSTELLATION
Development
education
initiatives and
resources are
typically found
along a spectrum
of approaches
(Coyle et al., 2014:3)

7. 3.Rationale (3)
 principles (PPONGD,2014; ENED,2009)
 functions, knowledge, competences, values (Santos & Martins, s/d; Coelho, 2013; Coyle, 2014;
Argibay & Celorio, 2005)
 systemic adoption (TRIALOG,2014; O’Loughlin & Wegimont, 2008,2007; Krause,2010)
 sectorial adoption (teacher training, curricula…) (Andreotti,2006; Yang,2010; Boni, 2011,2012; Brown,2013)
 methodologies & pedagogies (DEEEP,2014; Andreotti, 2014,2006)
 educational resources (Coyle et al., 2014)
 NGO’s contributions (Chabbott, 2009; Bebbington, Hickey & Mitlin, 2008)
 higher education’s contributions (Bourn,2007; Boni,2011; Boni & Foguet,2006)
CONCEPTS  roots, evolution, typologies (Mesa, 2011,2005; Hicks,2003; Krause,2010; Liddy,2013)
 sociology, ideology (Marshal, 2006,2005; Andreotti,2006;
 development approaches (Willis, 2005; Parfitt, 2002)
 strategies, prospective, recommendations
(O’Loughlin & Wegimont, 2003,2007; Krause,2010; DEEEP,2010; NSCCE, 2003)
POLICIES
PRACTICES

8.  Last 40 years, colonial past
 65 Development NGOs: 46 refer acting
on DE (PPONGD, 2014)
 Mostly, development cooperation NGOs
 Around 105 DE projects since 2005
(Santos, 2013; National Strategy’s reports, 2010 – 2014)
 Lack of research (projects/thesis), training offer and research centers devoted to DE
 First experiences taking place
Nongovernmental level:
development NGOs as main promoter
Higher Education education: emerging actor
4.Study context
 National Strategy for DE - 2010-2015 (2009) &
Grants (2008-)
 Strategic Vision for Development Cooperation
(2005): DE as part of development work
 Ministry of Education: DE under Citizenship
Education  Reference Framework (in progress)
Current landscape & challenges
Global information on: state-of-art, actors, priorities (GENE,2014; PPONGD,2014; DEEEP,2014; Santos,2013; ENED,2009)
Challenges: systematizing & learning from experiences, joint work & clarification of concepts
(academics, practitioners); comprehensive detailed knowledge and understanding of DE praxis, e.g.,
pedagogical aspects (strategies, resources,…) (GENE,2014; DEEP,2014; OECD,2010; Krause,2010; ENED,2009; Project, 2015)
Policy level:
recent commitment

9. Organization: beneficiaries,
duration, geographical contexts
Action goals: awareness,
information, political influence,
intervention
Content: goals, focus, themes,
concepts, competencies, values
Pedagogics: global, orientation
strategies, resources
Ideology: vision of education,
development, DE principles, terms
adopted,…
Politics: articulation with
foundational documents
Vision: evolution, difficulties,
opportunities, future measures,
particularities per actor…
{ POSSIBLE AREAS FOR ANALYSIS}
Characterizing, analyzing and understanding DE’s rationale,
initiatives, practices and educational resources, promoted
at the nongovernmental, higher education and policy levels,
at national and reference European contexts
1.
Knowing, analyzing and understanding conceptions
(representations, concepts, visions) regarding DE’s
rationale, initiatives, practices and educational resources,
by these promoters (practitioners, researchers…)
2.
Identifying and understanding possible articulations,
distances and proximities between these knowledge
domains, by cross-reading and jointly discussing results with
DE promoters and beneficiaries participating in the study
4.
5.Objectives
Exploratory, descriptive, interpretative & quali-
quantitative features (Creswell, 1998; Cohen, Manion & Morrison, 2007)
Observing and following the implementation of DE in the
context of specific projects and knowing the representations
and experiences of their beneficiaries and teams
3.

10. 6.Methodological design (1)
Phases Time (48 months) Main tasks
1. Theoretical &
methodological framing
6
months/Transversal
Literature review and consolidation of
methodological options
2. European context:
characterization of projects
and concepts
6 months Colleting and analyzing data from 2 international
DE reference entities: nongovernmental, higher
education and policy levels (sample)
3. National context:
characterization of projects
and concepts
18 months Colleting and analyzing data from DE reference
entities: nongovernmental, higher education and
policy levels (sample)
Discussion of results with participants
4. National context:
observation of practices
6 months Observing 2 DE projects in the field (sample; to
be defined)
Discussion of results with participants
5. Conclusion of the study
and writing
12 months/
Transversal
Triangulation & cross-reading of data collected
Thesis writing
Phases and tasks

11. 6.Methodological design (2)
Chronogram
Phases Year 1 Year 2 Year 3 Year 4
1. Theoretical &
methodological framing
6 m
2. European context:
characterization of
projects and concepts
6 m
3. National context:
characterization of
projects and concepts
18 m
4. National context:
observation of practices
6 m
5. Conclusion of the
study and thesis writing
12 m

12. 6.Methodological design (3)
Phases Time Target Strategies
1. Theoretical &
methodological framing
6
months/Tra
nsversal
National and
international
sources
Database search and document analysis
Systematic review
2. European context:
characterization of
projects and concepts
6 months 2 NGOs
2 Research centers
2 Official entities
Collection of information available online
(websites)
Inquiry by interview (online or face-to-face)
3. National context:
characterization of
projects and concepts
18 months 65 NGOs (Platform)
Public Higher
education
institutions
Official entities
Collection of information available online
(websites)
Inquiry by interview (online or face-to-face)
Focus group (discussion of results)
4. National context:
observation of practices
6 months 2 DE projects
Targets and teams
Ethnographical observation, case study
Document collection & analysis
Collection & analysis of activities’ evidences
Others (according to the projects)
Focus group (discussion of results)
5. Conclusion of the study
and thesis writing
12 months/
Transversal
- Triangulation & cross-reading of data collected
Thesis writing
Data collection options

13. 7.Current point
 Preparing the (currently draft) research plan
 1st year; 4 year fully funded scholarship
 Approaching an unknown field
 4 exploratory interviews (NGO, higher education and policy representatives)
 Attendance in 3 seminars (National Strategy for DE; Projects)
 Testing online search
 Searching for academic community’s validation (exploratory stage)
 4th Seminar, Banff April 2015
 ECER 2015, Budapest, September 2015 (accepted)
 International Seminar "Education, Territories and Human Development”, Porto,
July 2015 (submitted)
 Steering committee (under preparation)
 Enlarging network
 Hosting of a thematic study visit

14. 8.Development (Open) Education
 Theme + OER/Open education: search in progress
 Some evidence of: CC licenses in NGO’s work (Coyle et al., 2014)
 Working collaboratively with GO-GN researchers to add an Open
Education/OER perspective to the research plan
 Do you know any work developed
 Within Development NGO/civil society organizations?
 About Development Education, Global Education and Global Citizenship
Education?...
 How can we envisage an Open Education/OER applied to this study?
 Theme, methodology, research procedures, communication,…?
.

15. 9.References (1)
 Argibay, M & Celorio, G. (2005). La Educación para el desarrollo.Vitoria-Gasteiz: Servicio Central de Publicaciones del
Gobierno Vasco: 50.
 Bebbington, Anthony, Hickey, Samuel & Mitlin, Diana (2008). Can NGOs Make a Difference? The Challenge of
Development Alternatives. London: Zed Books.
 Bourn, Douglas (2014). The theory and practice of global learning. Research Paper N.º11 for the Global Learning
Programme. London: Institute of Education.
 Chabbott, Colette (2009). Constructing education for development – International organizations and education for all.
London and New York: Routledge.
 Coelho, La Salete (2013). Erguer Pontes, Tecer Futuros e Construir Alternativas: a Economia Social e Solidária como
prática(s) de Educação para o Desenvolvimento. Dissertation presented to Universidade Católica Portuguesa.
 Cohen, Louis, Manion, Lawrence, Morrison, Keith (2007). Research methods in education (6th ed.). London: Routledge.
 Coyle, Fiona et al. (2014). Guidelines for producing Development Education Resources. DevelopmentEducation.ie,
Dóchas and IDEA. Retrieved: www.developmenteducation.ie/resources/development-education/guide.
 Creswell, John W. (1998). Qualitative inquiry and research design: choosing among five traditions. California: Sage
Publications.
 European Commission (2006). The Consensus on Development: the contribution of Development Education and
Awareness Raising.
 GENE (2014). Global Education in Portugal - The European Global Education Peer Review Process. Amsterdam: Global
Education Network Europe.
 Hicks, David (2002). Thirty Years of Global Education: a reminder of key principles and precedents. Educational Review,
55:3, 265-275.
 IPAD (2006). A Strategic Vision for Portuguese Development Cooperation. Lisbon: IPAD.
 IPAD (2009). National Strategy for Development Education. Lisbon: IPAD.
 Krause, Johannes (2010). European Development Education Monitoring Report -“DE Watch”. European Multi-
Stakeholder Steering Group on Development Education.
 Liddy, Mags (2013). Education About, For, As Development. Policy & Practice: A Development Education Review, 17, 27-
45.
15/16

16. 9.References (2)
 Marshall, Harriet (2005). The Sociology of Global Education: Power, Pedagogy and Practice. PhD thesis, University of
Cambridge
 Marshall, Harriet (2006). The Global Education Terminology Debate: Exploring some of the issues in the UK. In:
Hayden, M., Levy, J. & Thompson, J. (eds). A Handbook of Research in International Education. Sage,38-50.
 Mesa, Manuela (2011). Evolution and Future Challenges of Development Education. Global Education Research, Issue
0, 141-160.
 NSCCE (2003). Global Education in Europe to 2015 - Strategy, policies, and perspectives. North-South Centre of the
Council of Europe.
 O’Loughlin, Eddie & Wegimont, Liam (2007). Global Education, Public Awareness- Raising and Campaigning on
Development Issues - An Overview of Evaluation Practice and Policy. Amsterdam: GENE.
 O’Loughlin, Eddie & Wegimont, Liam (eds.) (2008). Quality in Global Education: An Overview of Evaluation Policy and
Practice. Amsterdam: GENE.
 OECD (2010). PORTUGAL Development Assistance Committee: Peer-Review 2010. Paris: OECD.
 Parfitt, Trevor (2002). The End of Development? Modernity, Post-Modernity and Development. London and Sterling:
Pluto Press.
 PPONGD (2014). Guia das ONGD 2014. Lisboa: Plataforma Portuguesa das ONGD.
 Santos, Ana (2013). A opção Multistakeholder como pilar da Estratégia Nacional de Educação para o Desenvolvimento.
Dissertação de mestrado. Lisboa: ISCTE-IUL.
 Santos, J. & Martins, F. s/d. Materiais de Educação para a Cidadania. Mestrado de Promoção e Educação para a Saúde.
Viana do Castelo: Escola Superior de Educação do Instituto Politécnico de Viana do Castelo.
 Skinner, Amy et al. (2014). Journeys to Citizen Engagement: Action Research with Development EducationPractioners
in Portugal, Cyprus and Greece. Brussels: DEEEP.
 TRIALOG (2014). A Decade of EU13 Civil Society Participation in European Development Education and Awareness
Raising Projects. Vienna: TRIALOG.
 Willis, Kate (2005). Theories and Practices of Development. London and New York: Routledge.

17. Project supported by the Portuguese Foundation for Science and Technology, IP, under the reference
PD/BD/105706/2014, under the scientific supervision of Professor Isabel Menezes and Professor João
Caramelo.
Thank you
beca.dc@gmail.com
linkedin.com/pub/dalila-
coelho/18/33b/569/en

18. DEVELOPMENTEDUCATION IN PORTUGAL:
TOWARDSA COMPREHENSIVEUNDERSTANDING OF
PRACTICES AND CONCEPTS
Dalila Coelho, João Caramelo & Isabel Menezes (Supervisors)
Doctoral Programme in Education
University of Porto
Faculty of Psychology and Educational Sciences
Centre for Research and Intervention in Education
4th Seminar – Global OER Graduate Network, Banff – 19th to 24th April 2015