Awareness raising - let us help poor people, colonial studies began
Human education, education for sustainable development
Global Citizenship Education
Emerging social and political movements in reaction to international developments, such as the war in Vietnam, the student movement of the late 1960s, the Nigerian civil war and the anti-apartheid movement, played an important part in shaping the agenda of development education. It became clear that Third World problems were the natural consequences of the existing international economic order created for the rich world. Several countries and United Nations identified a need for education programmes that went beyond promotional and development advocacy work.
Development education was shaped by a political and often radical agenda with strong links to the civil society sector. From the very beginning, a tension existed between awareness raising approaches that are framed by "development as charity" as opposed to "development as justice". Another conflict existed between providing information to generate resources for development work and the education to engage people in global issues.
International bodies such as OECD and EEC endorsed a resolution made by the United Nations in 1970 that industrialised countries transfer 0.7 per cent of GNP to developing countries. The European Commission started supporting Development Education and Awareness Raising actions (see video below).
While the concept of development education was quite loosely defined in this period it became more known in civil society and in national governments. Some degree of funding arose with the government agencies and grants and support structures were created.
The idea of a Global Education Charter for Council of Europe member states emerged at the international workshop on Partnership on Global Education organised by the North- South Centre on March 1996. The Global Education Charter was delivered in 1997 as the first North-South
Centre reference document on global education.
The development education sector evolved becoming increasingly more professional and strategic.
The Dare Forum created the DEEEP projects. There were four 3-year projects starting with DEEEP1 in 2003 and ending with DEEEP4 in 2015. These projects perceived development education as a key tool in gaining a critical understanding of the world and in creating an active global society for greater social justice. DEEEP aimed to create a global movement for change and to sharpen the identity and concepts of development education as well as to improve the quality and impact of development education.
The Maastricht Global Education Declaration was an important paper from the Global Education Congress in 2002 to increase support to global education.
The Development Education Research Centre (DERC) was founded in 2006.
In 2013 and in 2014 DEEEP arranged two global conferences in South Africa. The Johannesburg Compass stated amongst other things that:
We believe global citizenship means that all people have access to participate and influence in a world democracy. The essence of global citizenship is built upon the involvement of different groups within decision making. Global citizenship means that rights should be the same for all peoples and responsibilities that are proportionate to their possibilities. The right of freedom of movement and settlement for everybody has to be respected.
The Sustainable Development Goals were adopted in 2015 and Global Citizenship Education is part of them as targets 4.7 and 12.8.
The concept used in the European Union is Development Education Awareness Raising (DEAR). This video tells about the beginning of the work in EU.