Promoting global perspectives among young people through education on development
At a time when crises are increasing worldwide and social tensions are growing, we need educational opportunities that make global inequalities, their structural causes, and solutions tangible. Education for Sustainable Development helps young people understand complex interrelationships, develop empathy, and act in solidarity. Our development education creates spaces for this and is more relevant today than ever.
With this project, we make global challenges tangible for children and young people. Through age-appropriate and practical educational offerings, we enable young people to shift their perspectives, critically reflect on global connections, and discover their own options for action. In this way, we foster knowledge, a sense of responsibility, and the courage to actively work for a more just world – and counteract social divisions.
Initial situation
Many students in Germany have limited access to development policy topics and global perspectives at school. Lessons are often heavily focused on European content, which often neglects international interdependencies, the causes of crises, and the power relations between the Global North and South. The “Global Development Framework” of the Federal Ministry for Economic Cooperation and Development (BMZ) and the Standing Conference of the Ministers of Education, Science and Culture (KMK) has pointed out for years that this area has so far received insufficient attention in curricula.
In addition, public discourse is increasingly characterized by prejudices against development cooperation – for example, through misinformation about its effectiveness or allegations of corruption. A lack of knowledge and one-sided portrayals make it difficult to gain a nuanced view of global issues. At the same time, many young people feel powerless and overwhelmed in the face of multiple crises.
An early and in-depth engagement with global issues strengthens empathy, critical thinking, and tolerance. It helps young people question discriminatory and exclusionary thought patterns and see themselves as active designers of a more just world—which is particularly relevant given the growing shift to the right among young people.
Visions for Children e.V. therefore sees it as a central task to sensitize children and young people to issues of global justice, sustainable development, and intercultural understanding at an early age. Through development policy education programs, they are intended to understand global contexts, reflect on their own role in these contexts, and discover opportunities for solidarity.
Our approach
The project strengthens development education in Germany by revising existing teaching materials for students in lower and upper secondary schools and disseminating the content in both school and extracurricular contexts.
Revision of teaching materials
Based on feedback from school practice, our existing teaching materials are being improved didactically and refined in content. The revised materials are intended to support teachers in addressing global crises, inequalities, and sustainable development cooperation in their classrooms in a practical, discrimination-sensitive, and action-oriented manner.
Promotion in schools
To enable broad use in classrooms, the materials are published digitally and made available free of charge on our website, promoted in specialist media and on educational platforms, and presented in training courses and webinars. Guest appearances at schools promote direct exchange and encourage students to think and act in solidarity.
Promotion beyond schools
At the same time, the content is prepared for social media and distributed via high-reach channels and collaborations with creators. In addition, interactive events and workshops are held that introduce young people to development policy topics in a low-threshold manner and motivate them to get involved.
ACHIEVEMENTS SO FAR
CONTINUATION OF CONSTRUCTION WORK AND SCHOOL MANAGEMENT WORKSHOPS
In September, the interiors were designed, including the cladding of the walls, the installation of doors and window frames and work on the toilet walls. In addition, our local partner organization OASE organized school management workshops in which teachers worked on a common vision and an action plan for school development. These measures are intended to ensure that progress is sustained even after the end of the project phase.
CONTINUATION OF CONSTRUCTION WORK AND SCHOOL MANAGEMENT WORKSHOPS
In September, the interiors were designed, including the cladding of the walls, the installation of doors and window frames and work on the toilet walls. In addition, our local partner organization OASE organized school management workshops in which teachers worked on a common vision and an action plan for school development. These measures are intended to ensure that progress is sustained even after the end of the project phase.
CONTINUATION OF CONSTRUCTION WORK AND SCHOOL MANAGEMENT WORKSHOPS
In September, the interiors were designed, including the cladding of the walls, the installation of doors and window frames and work on the toilet walls. In addition, our local partner organization OASE organized school management workshops in which teachers worked on a common vision and an action plan for school development. These measures are intended to ensure that progress is sustained even after the end of the project phase.
CONTINUATION OF CONSTRUCTION WORK AND SCHOOL MANAGEMENT WORKSHOPS
In September, the interiors were designed, including the cladding of the walls, the installation of doors and window frames and work on the toilet walls. In addition, our local partner organization OASE organized school management workshops in which teachers worked on a common vision and an action plan for school development. These measures are intended to ensure that progress is sustained even after the end of the project phase.
