Understanding Development, Globalization, and Education
Development Definition: A process from within, leading to a full realization of the potential of communities and peoples to achieve cultural independence, economic, political, and social life, justice, and mutual solidarity among all peoples. Education for Sustainable Development: Balancing the good of mankind with the economy, cultural traditions, and natural resources. Globalization: “The tendency of markets and businesses to spread, reaching a global dimension which transcends national borders.” A process by which increased communication and interdependence among countries of the world unites markets, societies, and cultures through a series of social, economic, and policy changes that give a global character. Institutions: International Monetary Fund (IMF): Designs economic policies and adjustment programs for macroeconomic imbalances in some member countries. In recent years, following social unrest, they have always introduced in their work schedules the problem of poverty. Strategies for debt forgiveness are being raised. World Trade Organization (WTO): Established in 1995 to replace the late rounds of negotiations of GATT. Standards in poor countries are mere bystanders, as the rich protect their goods, which prevents effective development of global trade. It is made up of 144 states (90% of world trade). World Bank: Designs development policies using programs financed by rich countries, but policy changes are needed. Anti-globalization movements are divided on their existence; some want to disappear, while others do not. Strengths: Reduction of trade poverty. Aims: Improving access to trade products. Growth – Negative Aspects: Economic inequality increased by 20% from 1999 to 1920. The world’s rich consume 86% while the poor consume only 20%. In 1998, 1.2 billion people lived on less than 1 € per day, and 3 billion lived on less than 2 € per day. Impact of Globalization: In some countries, design and sell products, while jobs are lost in regulated sectors. Working conditions become more flexible, and in other countries, less regulated working conditions lead to the creation of flexible jobs. Consumption: Consumerism leads to extreme poverty for many. Consumption is necessary, but we are an excessively consumerist society, valuing products for their use rather than their social value. Consumption invades the Third World, fostering needs and generating frustrations. Cultural: The importance of communications is significant; large firms and technical improvements in ICT allow for the exchange of cultural knowledge.
Anti-Globalization Movements: 1st Stage: Awareness of “globalization”. 2nd Stage: Street protests: Prague, Barcelona, etc. 3rd Stage: Search for alternatives. The World Social Forum proposes a more humane and solidary globalization. Programs are established in late January to early February, coinciding with the meeting in Davos (World Economic Forum). It collects complaints and social protests in various areas: women, peasants, indigenous peoples, workers, etc., raising alternative proposals to improve the situation or eradicate injustices. This occurs in a climate of solidarity and non-violence (which does not happen in street protests). Tobin Tax: Proposed by James Tobin, Nobel Prize in Economics in 1981 (Yale), to avoid capital speculation. Taxes should be uniform across all responsible countries, promoting clean energy consumption and avoiding deforestation and climate change. Millennium Development Goals (MDGs): Adopted by the UN in 2000, NGOs and governments contribute to their fulfillment (target year 2015): 1. Eradicate extreme poverty and hunger. 2. Achieve universal primary education. 3. Promote gender equality and empower women. 4. Reduce child mortality. 5. Improve maternal health. 6. Combat HIV/AIDS, malaria, and other diseases. 7. Ensure environmental sustainability. 8. Develop a global partnership for development.
Fair Trade, An Example of Action: SUR: Commitments to manufacturing (small enterprises, cooperatives, etc.), dignity, and promoting the local economy. NORTH: Commitments to marketing, awareness, and pressure (fair price to pay in advance (40%), long-term relationships). Now: Institutional support (EU). Increase sales through campaigns. Sale in traditional circuits: supermarkets, etc. Is it viable? It is insufficient to promote development. Does it bring change? Yes: improved quality of life. What products and at what price? Low diversity: coffee, chocolate, honey, jams, nuts, etc. Reasonable prices and fair prices to popularize “Aware and Responsible Consumption?” Choosing products in relation to quality and price, the history of the business, and the conduct of those offering them. Each person is partly responsible for the social and ecological production.
Implications for Educational Development: Awareness of situations of inequality. Presenting new concepts of EPD (Education for Development). Participation in NGO campaigns. Twinning with schools in other countries. New Concepts in Educational Development: The Local – As Global. Think globally, act locally. Global citizen awareness. The Value of the Internet: Facilitates experiences and strengthens joint actions. Exclusion / Social Inclusion: Previously: poverty, geographic North and South. Now: All places. Poverty includes basic needs, social membership, and the capacity for independence. Building Civil Society: Citizenship. Education for Development: An educational process involving knowledge and understanding of situations, not just critical awareness. Generating participation and promoting responsibility and fair values. NGOs in Different Campaigns: Fair Trade, Environmental Damage: Ozone Layer, Desertification: Tropical forests, Child Labor, Wars: Angola, Iraq, Medicines, Patents, Poverty, etc.