Specialist Course in the Potential of Education, the Arts and Culture in Development Processes and Actions (ON LINE-ENGLISH VERSION)


Key information

Hours: 212.50
Language: english
Start date: 22/06/2015
End date: 28/10/2015
Credits: 8.50 ECTS
Number of places: 40
Code: 14OHX4131
Closed enrollment

Price: 300,00€
Timetable: ON LINE
Venue: ON LINE

“Poverty must be seen as the deprivation of basic capabilities rather than merely the lowness of incomes.”

A. Sen[1]

The concept of development has evolved significantly in recent years. Development models, based on economic growth and the satisfaction of basic needs, have been limited by how difficult it is to sustain them and how little societies have adapted to them. The last third of the 20th century witnessed the growing importance of the concept of human development understood as the acquisition by individuals, communities and institutions of the capacity to participate effectively in the construction of a global civilisation that is both materially and spiritually prosperous.

This new vision of development posits that, in order to improve living conditions and effectively reduce poverty, societies and citizens must acquire new capacities and opportunities to freely exercise their rights. Values such as freedom, confidence and political and community participation are incorporated into the discourse through the promotion of citizens’ capacity to intervene in their own processes.

In this context, cultural contributions to development have become important and indispensable factors in more and more political agendas and are increasingly accepted by cultural agents due to their integrated perspective on sustainable development.

Along the same lines, art education is needed to develop the sensitivity, creativity and aesthetic vision of life that, together with the ethical dimension, contributes to the training of educated, tolerant and caring citizens.

Although cultural and development policymakers have only recently initiated their dialogue, the pairing of education with development has always been more obvious. Guaranteed universal education and literacy make up a specific field of development cooperation. They constitute a well-defined and high-priority sector, which is the focus of one of the most important Millennium Development Goals. However, despite the progress made in education, it doesn’t always meet the contemporary challenges facing young people and students, who abandon school before finishing their studies and don’t assimilate into working life or complete their training as free and responsible citizens.

Education and development have traditionally been directed at training in capabilities considered fundamental in modern industrial society, where differences and cultural diversity are considered an obstacle to growth, making it difficult to follow the path of development blazed by Western countries.

These days, many experts agree that education is not in sync with the values, the languages, the ways of understanding the world and of relating to one another that are characteristic of the communities to which educated people belong. It has little influence, and does not instil self-esteem or affirm identity. And without those aspects, the development of individuals and citizens is made more difficult. Therefore, to increase the cultural contribution to development, the cultural dimension of education must be emphasised and reinforced. This means understanding and accepting the existence of a broad diversity of contexts and realities that cannot be made universal.

Education is one of the sectors best positioned to create values, skills and competencies for self-expression and communication, and to promote new ways of coexistence in a world of diversity and cultural inequality. In this context, art education, without offering any guarantees, has emerged as a field of reflection and educational practice as more and more people recognise that without art it is difficult to broaden understanding of the world, and that art education, if accepted as a transformative experience and practice, allows people to change their individual, social and community surroundings beginning with the exploration and acceptance of different ethical and aesthetic practices.

Likewise, any educational model for the 21st century should seriously consider the new meanings of culture. Identity and the diverse forms of cultural expression are widely distributed resources in all the countries of the world and their contribution to sustainable social and economic development should be increased and promoted by public cultural, educational and development policies.

Education and development policies can no longer be defined from specific isolated perspectives. They must be urgently reviewed from a cultural viewpoint based on interaction with cultural policies. Considering the cultural dimension of education and development will lead to individual and collective development, and cultural, democratic and participatory citizens.

From this new perspective, cooperation, education and cultural agents must be urgently trained to work internationally. They are valuable as promoters of international cultural cooperation and development goals, and recognition of this is very important when the need to train them is taken into account.

Institutional framework

Humana People to People in South Africa (HPP SA) began in 1995 and is currently working in five provinces with disadvantaged communities to improve economic situations, education, healthcare and social well-being.

The HPP SA projects are designed to empower communities and are implemented together with local NGOs, the population, governmental institutions and/or other agencies. One of the projects – Humana Youth in Action – aimed to create a platform of youth centres that would identify and train young people who would then play important roles in their communities. The centres offered computers and entrepreneurial training as well as educational support and advice.

In 2012, HPP SA undertook a new project called Youth empowerment through Arts and Culture South Africa. It aims to promote and increase the capabilities of youths from 20 communities in Soweto, Westrand and Durban, improving their life skills and contributing, through art and culture, to the development of their individual and collective capabilities.

This context demonstrates the need and creates the opportunity to offer specific training for the youth guides in this project to contribute, with a cultural and artistic focus, to the development of their communities in South Africa. This training, also appropriate to other, related contexts and initiatives, aims to strengthen and give greater visibility and transcendence to the actions carried out, and provides conceptual reflection about the cultural focus on education and development. Systematising this training constitutes a very important strategy by providing cooperation, education and cultural agents the opportunity to use intervention tools from the very influential sector of culture.

The virtual course Youth empowerment through Arts and Culture South Africa was born of the will of Humana People to People South Africa to design and implement training at the technical as well as the political level – youth leaders, educators, cultural leaders, NGO leaders and project directors from the other 34 countries in which Humana operates. With this aim, the UNESCO Chair in Cultural Policies and Cooperation of the University of Girona is developing the training programme and course materials. 


[1] A. Sen, Development as Freedom



This course provides a general view of the relationship between culture and development, placing special emphasis on educating and qualifying youths, indispensable factors for the empowerment of communities and their development. It aims to transmit specific knowledge about how to configure the relationship between education and culture in the service of development while at the same time offering practical tools for those working in the cultural and cooperation sectors. The general goals are to:

- Sensitise people about the cultural perspective of development and the potential of the arts and culture in general as conductors and facilitators of community development.
- Provide a conceptual, theoretical and regulatory framework for development, education and culture.
- Promote development focused on the strengthening of capacities.
- Highlight experiences carried out in a specific context (in this case, South Africa) in order to learn from practice.
- Systematise methods and offer tools that strengthen and improve the efficiency of cooperation and development actions.


- Young South African coordinators of the Youth empowerment through Arts and Culture project who work directly with clubs on art and culture projects.
- The Humana People to People team, which wishes to be trained in the cultural perspective of development and provided with conceptual reflections and tools and methodologies.
- Persons from different organisations and institutions who work in the area of cultural management, international cultural cooperation, art education or community development.
- Anyone who, with or without previous experience, wish to focus their professional practice on the relationship between education, culture and development.


This course in intended, basically, for people working in cultural and social cooperation from a community development perspective. That is why the knowledge required is that attained by having carried out projects of this type in various contexts and realities. This knowledge may be technical, political or theoretical, or related to the resources gained from practical professional experience.

The course is structured to admit students with varying profiles. The resources, tools and documents used facilitate the initial assimilation of concepts and generate concerns that favour in-depth exploration of different topics for those who have already integrated them into their own professional practices and careers.

Computer requirements

Because this is a virtual module, students must have access to an Internet-connected  PC or MAC.

Although not absolutely necessary, the following minimal characteristics are recommended:

- Pentium IV or faster processer.
- 256Mb of RAM.
- SVGA graphics card.
- 20 Gb-capacity hard drive.
- 28,800Mbds modem, with ADSL.
- Navigator: Explorer 7.0 or later; Mozilla 1.0 or later.


This course will be taught in blocks. Each block will contain modules related to each other in terms of content and topics. The blocks and associated modules that make up the course are organised in the following way:

BLOCK 0 – Introduction to the course and the virtual campus

Module 0

Presentation of objectives, methodology and use of the virtual training platform.

BLOCK 1 – Culture and Development. Definition of the conceptual field and framework

Module 1

The policies of international relations and cooperation for development.

Module 2

Cultural approach to development

Module 3

Education, a strategy to development

BLOCK 2 –  Local development, cultural policies and strategic intervention

Module 4

Cultural policies, arts and development in Africa

Module 5

The potential of context in skill-based development focuses in the arts and culture

Module 6

The actors of the community development

BLOCK 3 – Guide for action

Module 7

Education and artitiscal practices for development:  

Module 8

Empowerment and promotion of youths through the arts and culture: objectives and means.

Module 9


Assessment of programmes and projects from the perspective of cultural rights and skill-based development.

Analysis of results and impacts.






















BLOCK 0 –This block guides the students through the working details of the training platform and the functioning of the course.

BLOCK 1 – The field of cooperation for development and international relations are defined from a perspective or focus on human rights and, more specifically, cultural rights including the right to education and to identities. An in-depth study will be made of the terms culture and development at the conceptual level and that of the regulatory-institutional framework context while policies, bodies, agencies and agents will be reviewed as a point of departure to give students some idea of the purpose of study.

BLOCK 2 – This block aims to emphasise the experience gained in the project developed by HPP in South Africa and, specifically, to highlight the importance of good knowledge of the context as a point of departure and permanent reference during the process, project or action to develop. The focus on human rights and skill-based development requires the participation and involvement of the communities and of local cultural agents such as stakeholders, users, beneficiaries and promoters of individual and collective development actions.

 BLOCK 3 – Presentation in a methodological, instrumental and standardised way of the process followed during the HPP project in South Africa to construct, from practice, useful knowledge for new projects and similar challenges. From the creation of the vision and using examples of previous work with all the agents involved to give consensus to the shared values, the instruments used to identify goals, the design, management, planning and implementation of the programmes are presented, as are the assessment process of the cooperation projects from the perspective of culture and development and their impact or results.

For each block, goals, contents and capabilities to develop will be defined.

Teaching staff
Gemma Carbo Ribugent . See curriculum in direction section.
Taína López Cruz. See curriculum in coordination section.
Mariana Dornelles.
* Address the right to make changes in the teaching staff if any of the teachers can not teach their subject, ensuring the same level of quality and professional category is reserved.

– Gemma Carbo Ribugent. Director of the UNESCO Chair in Cultural Policies and Cooperation. Doctor of Education from the University of Girona. Bachelor of Arts, has made the specialization course Broadcasting and Cultural Heritage Management and the Master of Cultural Management at the University of Barcelona (UB). He has the Diploma of Advanced Studies (DEA) in Law of Culture by the Interuniversity Institute for Cultural Communication from the UNED and Carlos III University. He has worked at the Archaeological Museum of Catalonia - Empúries as superior technique cultural and scientific dissemination, and the Museum of Cinema Foundation - Collection Tomàs Mallol responsible for communication and educational services. It has been a cultural consultant to the Laboratory of Culture and Tourism of Barcelona Media Foundation. He is project coordinator of the UNESCO Chair on Cultural Policy and Cooperation of the University of Girona (UdG) Professor responsible for Joint Masters in Cultural Management (UOC-UdG-UIB) and associate professor in the Department of Education at the University of Girona.
Lucina Jiménez López. International Consortium Director Art School and Mexico.
–  Jesper Wholert. Foundation Director Humana People to People - Spain.


Taína López Cruz. Graduate in Acting at the National School of Dramatic Arts . Degree in Management and Production of Performing Arts from the University of Barcelona. Master in Cultural Policy and Development UNESCO Chair in Cultural Policies and Cooperation at the University of Girona

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