Every two years, MS chooses a
“Global Action theme” for joint campaigning efforts by all MS
programs in Denmark as well as abroad. The overall objective of
the campaigning is to increase the general concern and public
awareness about various global aspects and implications of the
chosen theme.
Education and development
The selection of the global action theme is a long process. First,
a number of potential themes are identified through a “global
brainstorm” among all of MS. A council consisting of MS
representatives from various parts of the organisation – from
North as well as South programs – selects the final theme. For
2003-2004, “Education and Development” has been chosen as Global
Action theme. Previous themes have been Peace, Conflict Resolution
and Reconciliation (2001-2002); Solidarity (2000); Democracy and
Civil Society (1999); and Human Rights and Democratisation (1998).
Education and Development is of particular relevance to Nepal. It
is generally acknowledged that education is central to poverty
eradication as well as to democracy. Improving people’s literacy,
knowledge, and awareness as well as their analytical and
communicative skills, will also further their abilities to take
action to change their own living conditions and claim their
rights. However, if Nepal is to meet the UN Millennium Development
Goal of education for all before 2015, action needs to be taken
now. Add to this that in the present Nepalese context, it is
obvious that the challenge is not only to provide access to
education for all children, but also – and perhaps even more so –
to ensure the quality of this education.
Activities by MS Denmark
In the following, we will give a brief outline of some of the
recently planned and ongoing activities organised by MS Denmark in
connection with the Global Action (GA) campaign:
Teacher Exchange
In November 2003, six technical teachers from Africa working
within garment, carpentry, and woodwork visited Danish education
institutions. In 2004, a number of Danish teachers will visit
Africa. Similar kinds of exchanges have previously shown that
while teachers from South generally have a focus on recycling,
which can be instructive to the North, teachers from North are
often able to demonstrate new possibilities within technology to
their South counterparts.
Conference on Adult Education and Democratisation
The Global Action group has supported a conference on Adult
Education and Democratisation, focusing at national and regional
experiences from East Africa. The conference was held at MS’
training centre, TCDC, in Tanzania from November 19 to 21. 2003.
The main focus of the conference was what role adult education
could play in empowering and democratizing local communities. Many
developing countries with a colonial past are still suffering from
authoritarian education systems and are oriented towards a
“learning by rote”-system. Such features are not constructive for
creating independent, reflective citizens who are able to develop
their society and participate in democracy.
So which pedagogies are we to use in adult education?
Funding of various education projects
Global Action has contributed to funding a number of
education-related projects in- and outside of Denmark. One of
these is a project carried out jointly by the Kenyan association
“Wind of Hope” and an MS volunteer group from the Danish island of
Fuenen. The project target group are the many children in Kenya
who have no contact with the official school system because their
parents cannot afford to send them to school – either because the
direct costs of fees, books and other material are too expensive,
or due to the subsequent loss of the income that the children
could otherwise have contributed with if they had been working.
The project is trying to fit the Danish concept of “People’s
Education”, where people attend school after working hours in
order to upgrade their skills, into a Kenyan context.
Global Island – on the Internet
One of the most successful activities of the Education and
Development activities is the Internet game “Global Island” which
has been developed by MS for school children. The game forms a
sort of virtual reality where children from Denmark as well as
developing countries act as members of Parliament, discuss and
make decisions on various subjects chosen by a game master.
Dilemmas such as ecology versus use of GMOs in agriculture, or
tourism versus oil exploration as a way of providing revenues for
the country, are put up for debate.
One of the most fruitful implications of the game is the
interaction between Danish children and children from developing
countries. In Denmark, many people see developing countries, in
particular African countries, as bleeding entities constantly in
need of help. Through the Global Island game, Danish children have
experienced that children in developing countries are just as
engaged, just as eager to discuss political matters, and just as
committed to social change as they are themselves. A fine
achievement!
Therese Heltberg is information and documentation advisor for MS
Nepal and KYC
For more about the Global Island game, see:
www.u-land.dk/index.php?page_id=909
www.globalisland.nu
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