2. What is development education?
• Development education in youth work aims to support young people to
increase their awareness and understanding of the interdependent and
unequal world in which we live, through a process of interactive
learning, debate, action and reflection.
• It challenges perceptions of the world and encourages young people to
act for a more just and equal society at a national and an international
level.
3. General Educational Development
• General Educational Development (GED) tests are a group of four subject tests
which, when passed, provide certification that the test taker
has American or Canadian high school-level academic skills.
• Although the "GED" initialism is frequently mistaken as meaning "general education
degree" or "general education diploma", the American Council on Education, which
owns the GED trademark, coined the initialism to identify "tests
of general educational development" that measure proficiency in science,
mathematics, social studies, reading, and writing. Passing the GED test gives those who
do not complete high school, or who do not meet requirements for high school diploma,
the opportunity to earn their high school equivalency credential, also called a high
school equivalency diploma, general equivalency diploma a high-school degree awarded
by a series of examinations; also called GED as in the dictionary, in the majority of the
United States, Canada, or internationally. In 2014, some states in the United States
switched to alternate exams, HiSET and TASC.
• The GED Testing Service is a joint venture of the American Council on
Education. Pearson is the sole developer for the GED test. The test is taken on a
computer and in person. States and jurisdictions award a Certificate of High School
Equivalency or similarly titled credential to persons who meet the passing score
requirements.
4. History
• In November 1942, the United States Armed Forces Institute asked the American Council
on Education (ACE) to develop a battery of tests to measure high school-level academic
skills.These tests gave military personnel and veterans who had enrolled in the military
before completing high school a way to demonstrate their knowledge. Passing these tests
gave returning soldiers and sailors the academic credentials they needed to get civilian
jobs and gain access to post-secondary education or training.
• ACE revised the GED Tests for a third time in 1988. The most noticeable change to the
series was the addition of a writing sample, or essay. The new tests placed more emphasis
on socially relevant topics and problem-solving skills. For the first time, surveys of test-
takers found that more students (65%) reported taking the test with the intention of
continuing their education beyond high school, rather than to get better employment
(30%).
5. Test administration
• There are more than 3,200 Official GED Testing Centers in the United States and
increasingly in Canada, as well as around the world. Testing centers are most often
in adult-education centers, community colleges, and public schools. Students
in metropolitan areas may be able to choose from several testing locations.
• Official GED Testing Centers are controlled environments. All testing sessions
take place in person (not online) according to very specific rules, and security
measures are enforced. Breaks may be permitted between tests, depending on how
many tests are being administered in a session. There may be restrictions on what
test-takers may bring into the testing room.
• There are approximately three to six GED test forms in circulation at any time.
This measure helps catch test-takers who may be cheating. As with
any standardized test, the various test forms are calibrated to the same level of
difficulty.
6.
7. Development Education Research Centre (DERC)
Development education is an approach to learning about global and development issues through
recognising the importance of linking people's lives throughout the world. It is also based on an
understanding of the importance of critical thinking, the need to challenge stereotypes and to give people
the skills and confidence to support change towards a more just and sustainable world.
The Research Centre was launched in November 2006 with funding and support from the UK
Department for International Development. It is recognised as one of the world's leading research centres
for development education, global learning and global citizenship.
A key part of the Centre's work has been to establish
a Development Education MA programme, which is
the first of its kind in the UK, and to create a new
academic journal for the field, the International
Journal of Development Education and Global
Learning, published by IOE Press. Having the MA
based in the Research Centre also means that our
students have access to the wide range of materials it
produces and opportunities to participate in its
events, including seminars and conferences.
8. The Research Centre acts as the hub for knowledge generation, new thinking and
quality output on development education, global learning and global citizenship.
9. To promote the value of development education as part of
essential learning in the twenty-first century;
To promote and encourage critical reflective engagement with
the meaning and effectiveness of development education and
related areas by the educational community in the UK and
internationally;
To develop an international community of researchers engaged in
development education, global learning and global citizenship;
To develop a body of evidence through a series of published
monographs, academic articles and seminars on the contribution
that development education practice can make in building
understanding of international development and global issues;
To develop and embed development education principles and
practices across teacher training and other educational courses
and initiatives within the Institute of Education, and in turn to
other similar institutions
10. Foundation for the Development of the Education
System
For more than twenty years, the Foundation for the Development of the Education System (FRSE) has changed the face
of education in Poland. It has provided opportunities for gaining general and specialist knowledge in formal and non-formal
settings. It has contributed
to pursuing interests in distant countries and in local communities.
FRSE is the only institution in Poland displaying extensive expertise in managing European educational programmes. In the
years 2007-2013, the Foundation has coordinated the implementation of the Lifelong Learning Programme (including
Erasmus, Leonardo da Vinci, Comenius and Grundtvig) and the Youth in Action programme in Poland. Thanks to the integrity
and reliability of its operations, FRSE has been appointed the Polish National Agency of the Erasmus+
Programme implemented in the years 2014-2020.
FRSE is also responsible for other European informational and educational initiatives in Poland: European Language Label,
eTwinning, Eurodesk, Europass and Eurydice. The Foundation supports cooperation with countries in the East via Polish-
Lithuanian Youth Exchange Fund and SALTO-EECA Eastern Europe and Caucasus Resource Centre. For several years, the
Foundation has acted as the Operator of the Scholarship and Training Fund operating as part of the Norwegian Financial
Mechanism and the EEA Mechanism, as well as the Scientific Exchange Programme Sciex-NMSch. Since 2012, FRSE has
implemented three projects under Human Capital Operational Programme Priority III: High Quality of the Education System.
