The project is coordinated by a working group composed of representatives from the Educational Programs Unit of the Provincial Delegation of Education (UPE); the Teacher and Resource Centers (CPR) of Trujillo and Navalmoral de la Mata; members of the Geopark’s management team; and a representative (coordinator) from each participating educational institution. The group also includes representatives from the Villuercas-Ibores-Jara Association of Municipalities (Mancomunidad Integral de Municipios Villuercas-Ibores-Jara); the Association for the Promotion and Rural Development of the Villuercas-Ibores-Jara UNESCO Global Geopark (APRODERVI); the “Las Villuercas” Regional Association for People with Physical and Intellectual Disabilities (ASDIVI); the Faculty of Sciences at the University of Extremadura (UEx); the ESCALA training and employment program (Dual Vocational Training Schools for Employment in Extremadura); the Association for the Defense of Nature and Resources of Extremadura (ADENEX); and the Tagus and Guadiana River Basin Authorities (Confederaciones Hidrográficas del Tajo y del Guadiana). The project is supported by the Geopark’s Educational and Scientific Committee.
The initiative is organized—following the methodology established by the Department of Education—as a seminar series, also known as “Geocentros” (Geocentres), through which various activities are planned. The methodology is practical and encourages reflection among the participants in the groups. It is complemented by a Google+ community, also called “Geocentros”, which serves as a hub for accessing information and a space for sharing questions, activities, documentation, files, and other resources necessary for the development of the Geopark’s educational project.
The seminar’s methodology is shaped by the core motivations that underpin the project’s educational objectives. Geoparks promote the conservation of geological heritage, alongside the historical, natural, and cultural heritage of their respective territories. Furthermore, Geoparks exist because they are both necessary and relevant to their local communities, which leverage this heritage to foster educational initiatives and sustainable social and economic development. This aspect has garnered significant attention from UNESCO. It goes without saying that the “E” in UNESCO stands for “Education”—a term that carries profound significance for the growth of human communities. Consequently, education plays a fundamental role in the development of a Geopark; indeed, since its inception, the Geopark has highlighted its educational project as one of its primary pillars.
Members:
– Directors of Teacher Resource Centers (CPRs).
– Educational center coordinators.
– Education inspectors.
– Experts from the Educational Programs Unit (Cáceres).
– Geopark management team.
– Representatives from various associations.
Tasks and initiatives:
– Technical advisory group.
– Improvement and development of educational materials.
– Design of school activities, and their compilation for sharing and dissemination.
– Excursions to the Geopark.
– Teacher training.
– Educational exhibitions.
– “Geoconvivencia” (Geo-gathering) as our major annual event.
– Google Drive and Google Sites, plus a WhatsApp group.
– Etc.
