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Specialist Course in the Potential of Education, the Arts and Culture in Development Processes and Actions (ON LINE-ENGLISH VERSION)

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Key information

Edition: Tercera
Hours: 90.00
Language: English
Start date: 16/04/2016
End date: 03/08/2016
Number of places: 40
Code: 15OHX4102
Closed enrollment

Price: 300,00€
Price:
Timetable: ON LINE
Venue: ON LINE
PRESENTATION

The concept of development has evolved significantly in recent years. Development models based on economic growth have been proven limited by how difficult it is to sustain them and how little societies have adapted to them. In this context, the concepts of human and sustainable development have emerged as alternatives and have significantly grown in importance and acceptance over the recent decades. Those conceptual developments and the associated search for innovative and sustainable solutions to the evolving development challenges have brought to the forefront the potential of culture to contribute to it.

Culture, which entails the values and heritage of individuals and the communities they belong to, has been increasingly recognized as a basis for human development and a critical entry point for expanding development potentials. At the same time, the concept of cultural diversity, which recognizes the values and creative potential of others, provides a foundation for building relations with others based on equality and respect. Furthermore, the cultural and creative industries have been increasingly recognized for their direct contribution to economic development and specifically for their importance in the search of sustainable knowledge-based development paths. Given the above, cultural contributions to development have gained recognition and importance in political agendas over the recent years and a growing number of actors have begun the employ the potential of culture in development actions and processes

Although cultural and development policymakers have only recently initiated their dialogue though, the pairing of education and development has always been obvious. Guaranteed universal education and literacy constitute important global development goals and significant progress towards achieving them has been made over the recent decade. Improving access to education, however, has not necessarily come with corresponding improvements in its quality and relevance, thus its contribution to development has become a question of debate.

Education and development have traditionally been directed at training in capabilities considered fundamental in modern industrial societies, where differences and cultural diversity are considered an obstacle to growth, rather than a development potential. Experts have increasingly recognized though that education is not in line with the values and ways of understanding the world and of relating to one another that are necessary for advancing human development and responding to the individual and collective challenges we face. Notably, it does not instil self-esteem or affirm one´s identity based on a recognition of the broad diversity of contexts and realities that cannot be made universal and is not conductive for the development of confident, tolerant and creative individuals and responsible citizens.

In this context, culture, understood as an expression of individual potentials, shaped by the values and norms of the communities they belong to but also reflecting the individual’s relationship with it, and education in the field of arts, understood as a means of developing the capacities to express oneself and thus take part in and contribute to community life, have emerged as increasingly important fields of reflection and educational practice.They have done so based on a recognition that without acknowledging one’s cultural heritage and without art it is difficult to broaden understanding of ourselves and the world, and that art education, if accepted as a transformative experience and practice, allows people to change their individual, social and community surroundings beginning with the exploration and acceptance of different ethical and aesthetic practices.

The growing recognition of the need for integrating culture and the arts more firmly in modern educational systems has thus made education, a well-defined and established pillar of development, an important medium between development and culture. Indeed, identity and the diverse forms of cultural expression are widely distributed resources in all the countries of the world and their contribution to sustainable social and economic development has been increasingly noted. Education, however is one of the sectors best positioned to promote their recognition, to create the values, skills and competencies necessary for self-expression and communication, and to foster new ways of coexistence in a world of cultural diversity.The pairing of culture, art and education should thus be given due attention as a driver of human development and the development of a just, peaceful and prosperous global society.

With view of the above, this course provides a general overview of the relationship between development, education and culture and imparts specific knowledge about how to configure the relationship between education and culture in the service of development. It does so by building upon knowledge generated from a growing number of initiatives and projects in this field. Specifically, it outlines a so-called cultural approach to development and situiates it in the context of relevant conceptual developments and cooperation frameworks. It also introduces a possible process for configuring the relationship between culture and education in the the service of development and for operationalizing it in the context of development interventions. Finally, arts education is discussed as a specific startegy for capturing the potential of culture in development processes and practical lessons are drawn from success projects in this field to inform the design and implementation of similar initiatives.

Institutional Background

The course was initiated, developed and born in the framework of a youth empowerment project and by the desire of Humana Foundation People to People in South Africa to design and implement training in the field of arts and culture, at the technical and the political level, for youth leaders, educators, cultural agents, NGO representatives and project directors. With this aim, the UNESCO Chair in Cultural Policies and Cooperation at the University of Girona developed a training module for Humana project collaborators and staff in South Africa but also in the 34 other countries, in which it operates, and that training served as the basis for developing the on-line course. 

The project created the opportunity to develop the specialist training course on the potential of education, the arts and culture to contribute to development processes and actions but it also demonstrates the need for it, in the concrete context, and in other simlar ones. Given the context of its development, the course reflects to some extent the concrete project needs. It is structured, however, as a conceptual reflection on the role of culture and education in development processes and actions and the theoretical frameworks as well as the approaches and tools for operationalizing them that are discussed, are designed to meet the needs of a broader range of practitioners, students and other stakeholders in development processes interested in the topic.

 [1] A. Sen, Development as Freedom

OBJECTIVES

With view of the above, the objectivesof the course are as follows:

- To sensitise cultural agents, development practitioners, educational experts and students in those fields to the cultural perspective of development and the potential of culture, arts and educationas contributors to and facilitators of community development
- To enable participants to assess that potential and gain the knowledge and skills to configure the relationship between education and culture in the service of development
- To highlight and analyze experiences from a specific context so as to learn from development practice
- To promote development focused on expanding human capabilitiesand potentials
- To enhance the relevance and effectiveness of development actions
AIMED AT
– Practitioners in the fields of development cooperation, cultural management, community engagement or education interested in exploring the relationship and the potential of education, the arts and culture in development processes and actions.
– Studentsin one of the above-mentioned orin a related field interested in gaining insight into development practice and specialized knowledge on the specific cross-cutting topic
– Persons, with or without previous experience in the above-mentioned fields, interested in developing their understanding of the potential of education, the arts and culture in development processes and actions, and in engaging professionally with the topic.
ADMISSION

The course is structured to admit students with varying profiles. Previous experience or a theoretical background in at least one of the fields covered by the course, namely, development cooperation, cultural management, community engagement or education, is advantagenous but is not a necessary requirement for admission. The resources, tools and documents used are designed to enable students to acquire a general understanding of relevant concepts, frameworks and approaches across the spectrum of topics that are covered but students are also encouraged explore in-depth specific aspects of them in line with their individual interests and knowledge. 

Computer requirements

Because this is a virtual module, students must have access to an Internet-connected  PC or MAC.

Although not absolutely necessary, the following minimal characteristics are recommended:

- Pentium IV or faster processer.
- 256Mb of RAM.
- SVGA graphics card.
- 20 Gb-capacity hard drive.
- 28,800Mbds modem, with ADSL.
- Navigator: Explorer 7.0 or later; Mozilla 1.0 or later.



PROGRAMME

The course is structured in three main blocks, each of which contains individual modules related to each other and the focus of the corresponding block. The blocks and associated modules that make up the course are organised as follows:

BLOCK 0 – Introduction to the course and the virtual campus

Module 0

Objectives, methodology and use of the virtual training platform.

BLOCK 1 – Culture, development and education: Conceptual frameworks and international cooperation processes

Module 1

Culture and education in the context of international relations and development cooperation

Module 2

A cultural approach to development: An emergent conceptual framework

Module 3

Cultural and artistic education as a development strategy in the context of globalization

BLOCK 2 –  Contextualizing development problems and strategic interventions: Approaches and tools for development planning and evaluation

Module 4

Contextual analysis as a basis for structuring development interventions

Module 5

Cultural and cooperation agents and actors of community development

Module 6

Participatory planning, monitoring and evaluation

BLOCK 3 – Youth empowerment through arts education: Bridging the gap between principles, policies and local development needs

Module 7

Cultural policies and development in Africa

Module 8

Youth, education and artistic practices for development

Module 9

 

Youth empowerment through arts education: Exploring case studies and learning from success









































 

BLOCK 0 –This block guides the students through the working details of the training platform and the functioning of the course.

BLOCK 1 – This block discusses the evolving development paradigm and the role of education and culture in it. It does so by reviwing relevant concepts and the relationships between them but also by providing an overview of relevant regulatory and institutional frameworks, including international relations policies and practices, agencies and actors as a basis for understanding evolving cooperation processes.

BLOCK 2 – This block presents a set of practical approaches for assessing development needs and configuring the relationship of culture and education in the service of development. It emphasises the importance of good knowledge of the context as a point of departure and permanent reference during the process and identifies relevant development actors and their roles. It also discusses different participatory planning approaches as a basis for project development, monitoring and evaluation.

BLOCK 3 – This blocks exlores the practical applications of the concept of cultural rights to local development. It does so by looking at the processes and extent of integration of cultural rights in regional and national development startegies in Africa and Latin America, discussing the potential of youth empowerment through arts education as a development strategy for bridging the gap between policies and practice; and presenting lessons learnt from the experiences of two projects on youth empowerment through arts education, one in South Africa and one in Mexico.

For each block, goals, contents and capabilities to be develop will be defined.

TEACHING STAFF
Teaching staff

– Gemma Carbó Ribugent. Director of the UNESCO Chair in Cultural Policies and Cooperation at the University of Girona (UdG), Associate Professor at the Department of Education at UdG and Academic Coordinator of the Inter-University Master´s Degree Programme on Cultural Management of the Open University of Catalonia and the University of Girona. Dr. Carbo has worked in the field of cultural management, education and communication with the Archaeological Museum of Catalonia, the Cinema Museum - Tomas Mallol Collection Foundation in Girona and the Culture and Tourism Lab of Barcelona Media among others. She holds a  PhD in Education from the University of Girona, MA in Cultural Management from the University of Barcelona, and a Diploma of Advanced Studies (DEA) in Cultural Law from the Inter-University Institute for Cultural Communication National Distance Education University (UNED) and Carlos III University in Madrid.

– Nevelina Pachova. Development practitioner and researcher with ca. 10 years of experience in the field of international development and cooperation. Her work has focused on supporting the development, implementation and evaluation of research and development projects in the fields of sustainable development and poverty reduction. Prior to joining the UNESCO Chair in Cultural Policies and Cooperation at the University of Girona, Nevelina worked with different institutes of the United Nations University in Tokyo and Bonn. She holds an MA degree in International Development from the International University of Japan, a BA degree in Political Science and International Relations and Journalism and Mass Communication from the American University of Bulgaria and post-graduate certificates in interdisciplinary research and economic analysis of development and development policy from the University of Bonn.

*The management team  reserves all rights to make changes If any teacher can’t teach a subject, always ensuring the same quality and professional category levels.


Management

– Gemma Carbó Ribugent. Director of the UNESCO Chair in Cultural Policies and Cooperation at the University of Girona (UdG), Associate Professor at the Department of Education at UdG and Academic Coordinator of the Joint Master´s Degree Programme on Cultural Management of the Open University of Catalonia and the University of Girona. Dr. Carbóhas worked in the field of cultural management, education and communication with the Archaeological Museum of Catalonia, the Cinema Museum - Tomas Mallol Collection Foundation in Girona and the Culture and Tourism Lab of Barcelona Media among others. She holds a  PhD in Education from the University of Girona, MA in Cultural Management from the University of Barcelona, and a Diploma of Advanced Studies in Cultural Law from the Inter-University Institute for Cultural Communication of the National Distance Education University (UNED) and Carlos III University in Madrid.

– Jesper Wholert.  Director, Humana Foundation People to People, Spain. He collaborates with European and American donors, private and public, to support project implementation and liaises with national NGO networks in Finland, Spain, Malawi, Mozambique, Angola, Zimbabwe, Guinea - Bissau, Zambia and Namibia, the recovery sector network in the Netherlands and relevant national networks involved in the fight against AIDS in Africa. He has contributed to the development of new curricula for primary education and teaching in Mozambique, Angola and Malawi, and partly in its subsequent implementation as well as in the design of integrative models for action against AIDS in several African countries.

– Lucina Jiménez López. Director, International Consortium of Art and School (ConArte), Mexico. Dr.Jiménez has more than 25 years of managerial experience in public and civil cultural institutions. She led the National Arts Centre (CENART) in Mexico and the Mexican Cultural Forum AC, established the Program Circus Arts and the Street and directed several international festivals of performing arts. She is a founder and academic coordinator of a Virtual Postgraduate Course on Cultural Policy and Cultural Management co-organized by the Organization of Ibero-American States (OEI), the National Council for Culture and Arts (CONACULTA) in Mexico, CENART and the Autonomous Metropolitan University (UAM)-Iztapalapa and a member of the UNESCO Chair in Cultural Policy at the University of Girona, Spain. Dr.Jiménez has also worked as an international consultant in the field of cultural policies, culture and development with various projects in Colombia, Cuba, Dominican Republic, Peru, Brazil, South Africa, Honduras, Guatemala, Mexico, Spain and the United States. She holds a PhD in Anthropology from the Autonomous Metropolitan University –Iztapalapa.



Coordination

- Carme Baqué Pons. Project coordinator at the UNESCO Chair in Cultural Policies and Cooperation at the University of Girona, lecturer in the Joint Master´s Degree Programme on Cultural Management of the Open University of Catalonia and the University of Girona and in the postgraduate Diploma on Culture and Education of the University of Girona. Previously, Carme worked as collaborator in the coordination of educational programs with the Government of Catalonia and as a communications specialist in different branches of the Archaeological Museum of Catalonia. She holds an MA degree in Cultural Management from the University of Barcelonaand a BA degree in Geography and History from the University of Barcelona with a specialization in anthropology.



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