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Education and Cooperation for Development

Code: 101646 ECTS Credits: 6
Degree Type Year Semester
2500260 Social Education OT 3 2
2500260 Social Education OT 4 1
2500261 Education Studies OT 4 1


Jordi Prat Fernandez

Teaching groups languages

You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.


This subject is an optional course for students of Social Education and Pedagogy degrees.

It is recommended to students who want to take part into the mobility Programme to Latin America. Likewise the course is recommended to those who will do the "Practicum" in any NGOs or institution that works on the field of international cooperation or Education for Sustainable Development and Global Citizenship.

Objectives and Contextualisation

The purpouse of this subject is to offer an internatiomal perspective on the educational phenomena and the international cooperation.

The main goals of the course are:

1. Understanding different theoretical approaches of the concept of development. 

2. Understanding the situation of the right to education at international level.

3. Understanding the role of the key stakholders in the field of international cooperation. 

4.-Understanding strategies of Education for Sustainable Development and its local-global connections. 


    Social Education
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values. 
  • Contextualize educational action based on the different theoretical paradigms that have developed in science and education in accordance with the socio-historical context of individuals, groups and institutions.
  • Design and develop processes for citizen participation and socio-community action.
  • Design evaluation plans and processes in accordance with different purposes, techniques and instruments, moments and perspectives of educational evaluation.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands. 
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge. 
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge. 
    Education Studies
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Analyse and understand the theoretical, historical, cultural, political, environmental and legal references and situations involved in education and training proposals.
  • Evaluate policies, institutions and educational systems.
  • Introduce changes in the methods and processes of the field of knowledge to provide innovative responses to the needs and demands of society.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.

Learning Outcomes

  1. Communicate using language that is not sexist or discriminatory.
  2. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  3. Design actions to implement education for development.
  4. Evaluate policies and programs derived from the same concerning education for development.
  5. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  6. Incorporating into their analyses the contextual references needed, linked to specific problems and proposals about education for development.
  7. Propose new experience-based methods or alternative solutions.
  8. Propose new methods or well-founded alternative solutions.
  9. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  10. Propose projects and actions that incorporate the gender perspective.
  11. Propose viable projects and actions to boost social, economic and environmental benefits.
  12. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.


I. Development: concept, approaches and impact on education; poverty, inequalities and human rights.

II. The right to education and the international agenda on the educational sector.

III. International cooperation: framework, stakeholders, tools and actions. 

IV. Education for Sustainable Development and Global Citizenship: aims, typologies, contents and activities. 


The analysis and the discussion have an important role on the methodology of his course.

Activities are based on the professional practice and they are connected to real contexts.


Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Title Hours ECTS Learning Outcomes
Type: Directed      
Directed 15 0.6 4, 3, 6
Theoretical-practical sessions 30 1.2 4, 6
Type: Supervised      
Supervised 30 1.2 4, 3, 6
Type: Autonomous      
Autonomous work 75 3 4, 3, 6


The evaluation of this course includes a final exam and three exercises: two individual (disertation and infopraphic) and one work group (project design) throughtout the semester (October, December, January). In each item, the student has a personalize feedback after 20 days of the delivery. 

In order to pass the course, every item must have a minimum mark of 4 out of 10. If a lower mark is obtained, a new activity will be programmed in the terms established by the UAB regulations. If one of the 4 items are not delivered, the student would not have a mark on the global subject ("No presentat"). 

To pass the subject the student must demonstrate good oral and written communication skills in Catalan and Spanish and capacity to communicate in a foreing language.

Plagiarism of any item is a reason of failing the subject. 

Attendance is a requirement to pass the subject according to the rules of the Faculty.

In the case of taking the SINGLE ASSESSMENT, students must take it on January 10th. They will have to take an oral exam (50%), present an infographic on the right to education (25%) and an education campaign for global citizenship (25%).


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Activities of evaluation - Critical dissertation 10% 0 0 2, 1, 5, 6, 7, 8, 12
Activities of evaluation - Infographic 25% 0 0 4, 6
Activities of evaluation . ESD Project 20% 0 0 1, 3, 6, 8, 9, 10, 11, 12
Final exam 45% 0 0 2, 4, 1, 5, 6, 10, 11


A specialized bibliography is provided during the course for each subject. 

Some of the basic documents are the following: 

Andreotti, V. (2010). Global Education in the ‘21st Century’: two different perspectives on the ‘post-’ of postmodernisme. International Journal of Development Education and Global Learning 2(2)

Bonal, X., Tarabini-Castellani, A., Constans, M. , Kliczkowski, F., i Valiente, O. (2010) Ser pobre en la escuela. Habitus de pobreza y condiciones de educabilidad. Buenos Aires: Mino y Dávila.

Casares, M. i  de Castro, G. (2012). Cambio social y cooperación en el siglo XXI. Ed. Intervida. (accés en línea).

De Sousa, B. (2008). Descolonizar el saber, reinventar el poder. Montevideo: Ediciones Triipe. 

Green, D. (2008). De la pobreza al poder. Madrid: Oxfam.

Llistar, D. (2009). Anticooperación. Interferencias Norte‐Sur. Los problemas del Sur Global no se resuelven con más ayuda internacional. Barcelona: Icaria.

Martinez Usarralde, M.J. (2011). Sentipensar el Sur: cooperación al desarrollo y educación. Valencia: Libreria Luces

Naya, L.M. (2003). La educación para el desarrollo en un mundo globalizado. Donostia: Erein

Pogge, Th. (2007). ¿Qué es la justícia global? En Revista Latinoamericana de Filosofía, Vol. XXXIII Nº 2. 

Sen, A. (2009). The Idea of Justice. London: Alan Dane

Tomasevsky, K. (2004). El asalto a la educación. Barcelona: Intermon-Oxfam.

Verger, A. i Moschetti, M. (2017). Public-private partnerships as an education policy approach: multiple meanings, risks and challenges. Paris: UNESCO.


United Nations Reports: 

PNUD: HDI Report 2017

UNESCO: Global Educatin Monitoring Report, 2019

UNESCO: Rethining Educatin. Towards a common good, 2015

UN: The Sustainable Development Goals Report 2020


This subject does not require any specific program.