In a world characterised by profound inequalities, humanitarian crises and global interdependencies, Development Education (DE) is crucial in fostering informed, aware and engaged citizens dedicated to promoting human dignity, equity and social justice.
Education for Development is a pedagogical approach that aims to stimulate a critical understanding of the world, its challenges, and the individual and collective responsibilities involved in transforming reality.
Rather than being limited to a set curriculum, it is defined as an educational process that promotes values such as solidarity, cooperation and respect for human rights and cultural diversity. It encourages active participation in both local and global society. By integrating different areas of knowledge and linking the political, economic, and social spheres, this type of education provokes reflection and action to create a fairer and more inclusive world.
Global North and South: Rethinking the World from the Perspective of Power Relations
The categories used to classify countries and regions of the world have been the subject of critical review over time. During the Cold War, the terms “First World” (industrialised capitalist countries), “Second World” (socialist countries) and “Third World” (non-aligned or peripheral countries) were used. Later, terms such as ‘developed’, ‘developing’ and ‘underdeveloped’ emerged, carrying an implicit hierarchy as if there were a single, linear path towards an ideal model.
In response to these simplistic and Eurocentric views, the distinction between the ‘Global North’ and the ‘Global South’ has emerged today. These concepts do not refer to exact geographical locations, but rather to positions within the international economic and political systems. The Global North comprises nations with the greatest concentration of wealth, technological power, and influence in multilateral decision-making processes. The Global South, on the other hand, comprises countries that have historically experienced colonisation, exploitation and marginalisation within global power dynamics.
Despite facing criticism, this nomenclature enables a more nuanced examination of global asymmetries. Rather than categorising countries as ‘better’ or ‘worse’, or placing them on an evolutionary scale, the notion of the Global North and South highlights the historical, political, and structural factors that perpetuate inequality. The role of development education is precisely to deconstruct these hierarchies and promote a fairer and more nuanced understanding of the world.
The importance of development education today
Development education is particularly relevant in a global context where inequalities persist and are becoming more pronounced. Chronic hunger, prolonged wars, environmental degradation, forced migration and pandemics are symptoms of an unbalanced and interdependent system. DE aims to empower people to understand these complex relationships, demystifying structural causes and promoting a global awareness that transcends national borders.
Furthermore, DE contributes decisively to the development of autonomy, critical thinking and empathy, preparing students for active and engaged citizenship. By cultivating awareness of the interconnection between local decisions and global impacts, it fosters shared responsibility in building more equitable societies.
At the same time, DE reveals enormous potential for raising awareness among citizens of the Global North about the realities experienced in the Global South. This awareness is essential for building fairer bridges of dialogue and cooperation, challenging power relations that have historically benefited certain regions at the expense of others. Thus, DE is not limited to educating about the world, but also for the world, promoting an informed and supportive citizenry.
National Strategy for Development Education in Portugal
Portugal was one of the first countries to create a National Strategy for Development Education (ENED), committing to integrating this approach into the education system and cooperation policies. The first ENED, which was implemented between 2010 and 2016, was approved by Ordinance No. 25931/2009 of 26 November. It aimed to raise awareness of global issues among Portuguese society and to promote critical thinking and citizen engagement.
The second phase of the ENED, approved by Council of Ministers Resolution No. 94/2018 and in force until 2022, reinforced the role of formal and non-formal education in training global citizens.
Between 2022 and 2024, despite the previous phase having officially ended, a transition period was established to prepare for the new 2025–2030 strategy. During this period, various initiatives and events were organised to maintain the ENED’s relevance, culminating in the development of the new ENED Action Plan 2025-2030 in 2025.
Aligned with the United Nations 2030 Agenda, this strategy is the result of collaborative work between Camões – Instituto da Cooperação e da Língua, the Directorate-General for Education, the Portuguese Platform of NGDOs and CIDAC. The ENED is founded on principles such as human dignity, equity, shared responsibility, and citizen participation. It proposes an inclusive, cross-cutting approach that extends beyond different levels of education to encompass civil society organisations.
Experiences in Spain and Italy
Both countries have developed initiatives in the field of Education for Development, although neither has a national strategy as formalised as Portugal’s.
In Spain, the autonomous communities promote educational activities focusing on global inequalities through school programmes and collaboration with non-governmental organisations. Global citizenship education forms part of regional cooperation plans and is supported by networks such as the Coordinadora de ONGD-España.
In Italy, development education is promoted by organisations such as the Intercultural Foundation, GVC Onlus (now part of WeWorld-GVC), and the NGO consortium CINI (Coordinamento Italiano delle Organizzazioni Non Governative Internazionali). These organisations develop educational activities based on the values of cooperation and global citizenship. Additionally, European projects implemented in Italian schools cover topics such as social inclusion and international justice.
Building a fairer future
Development Education offers a promising approach to education for building a more conscious, critical and caring society. By encouraging questioning of power relations and understanding of global interconnections, it promotes an educational model committed to social transformation.
Portugal has set an example by institutionalising this approach through the ENED, and collaborative efforts with other European countries, such as Spain and Italy, demonstrate the existence of a shared path. In an ever-changing world, Education for Development is an educational approach that rises to the challenges of our time.
