What is Global Education (1)

8/4/2019 What is Global Education (1)

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Global Education studies different culturesand countries and the issues that face them,

and develops an understanding of the impactour actions have on them

Global Education reflects the global nature of

our society and responds to the diversebackgrounds and experiences of the childrenin the classroom.

Global Education recognises the importanceof expanding the horizons of children wholive in less diverse communities


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Global Education develops skills andattitudes which enable people to take

responsibility for their own lives and theworld we live in and become active globalcitizens

Global Education looks at the ways in whichevery-day life and experience affect and areaffected by the wider world

Global education is as much about therelationships within a classroom as it is aboutrelationships between countries.


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Global education

The term used internationally todesignate the academic field concerned

with teaching and learning about globalissues, events and perspectives. NB.During the 70s-80s this field was known

as world studies in the UK.


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Development education

Originated with the work of NGOs thatwere concerned about issues of

development and North-southrelationships. Focus of concern haswidened to embrace other global issues

but development remains the coreconcept.


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Global dimension

Refers to the curriculum taken as awhole and the ethos of a school; those

subject elements and cross-curricularconcerns that focus on global inter-dependence, issues and events.


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Global perspective

What we want students to achieve as aresult of having a global dimension in

the curriculum; in the plural refers to thefact that there are different cultural andpolitical perspectives on global matters.


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International dimension

Literally 'between countries' - as ininternational relationships; also refers to

the study of a particular concern, e.g.education, as it manifests in differentcountries. NB. International refers to the

'parts' and 'global' to the whole.


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Global citizenship

That part of the Citizenship curriculumwhich refers to global issues, events and

perspectives; also being or feeling acitizen of the global community (as wellas cultural or national communities).


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Globalization

The innumerable interconnections -economic, cultural, technological,

political - which bind the local andnational into the global community; theconsequence of neo-liberal economic

policies which see everything, includingeducation, as a commodity to be sold inthe global market place.


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A conceptual sequence

In disentangling some of these key conceptsthe operational sequence for global educationwould be:

- the primary concern is to promote a globaldimension in the curriculum- in order that students can take a globalperspective on issues and trends- a global dimension should also be present indifferent subject areas- it can be developed in appropriate ways fordifferent age phases

Gl b l Citi hi


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The eight concepts were developed to providea framework within which to understand theglobal dimension. They are all important andinterrelated but, in different contexts, differentconcepts take a more central position andunderpin the others. They can be used aslenses to look at issues in a range of ways.

The concepts can also help with planning and

evaluation. While no course, module, subjector topic will address each equally, the eightconcepts are interconnected and anintegrated approach is essential. For example,good education for sustainable developmentincorporates aspects of all eight concepts.The concepts are expanded in the GlobalDimension Key Concepts in school practicechapter

Global CitizenshipGaining the knowledge,skills and understandingof concepts andinstitutions necessary tobecome informed, active,responsible global

citizens.

Conflict ResolutionUnderstanding howconflicts are a barrier todevelopment and whythere is a need for theirresolution and thepromotion of harmony.

Diversity

Understanding andrespectingdifferences andrelating these to ourcommon humanity.

Human RightsKnowing about humanrights including theUN Convention on theRights of the Child.

Values and PerceptionsDeveloping a criticalevaluation of images ofthe world and anappreciation of the effectthese can have onpeoples attitudesand values.

SustainableDevelopmentUnderstanding the needto maintain and improvethe quality of life now

without damaging theplanet for futureenerations.

Social JusticeUnderstanding theimportance of social

justice as an element inboth sustainabledevelopment and theimproved welfare of allpeople.

InterdependenceUnderstanding howpeople, places,

economies andenvironments are allInextricably interrelated,and that events can haverepercussions on aglobal scale.


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Bringing aGlobal

Dimension to

the Standards


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Professional Values

& Practice [Those awarded Qualified Teacher

Status] have high expectations of allpupils; respect their social, cultural,

linguistic, religious and ethnicbackgrounds; and are committed toraising their educational achievement.


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They treat pupils consistently, with

respect and consideration, and are

concerned for their development

as learners.

They demonstrate and promote the

positive values, attitudes and behaviour

that they expect from their pupils.


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They can contribute to, and share

responsibly in, the corporate life

of schools.

They are able to improve their own

teaching, by evaluating it, learning from

the effective practice of others and

from evidence. They are motivated and

able to take increasing responsibility for

their own professional development.


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Knowledge

& Understanding [Those awarded Qualified Teacher

Status] know and understand theValues, Aims and Purposes and the

General Teaching Requirements set outin the National Curriculum Handbook. Asrelevant to the age range they aretrained to teach, they are familiar withthe Programme of Study for Citizenshipand the National Curriculum Frameworkfor Personal, Social and Health

Education.


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They understand how pupils learning

can be affected by their physical,

intellectual, linguistic, social, cultural andemotional development.


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Teaching:

Planning, Expectations &

Targets [Those awarded Qualified Teacher

Status] select and prepare resources,and plan for their safe and effectiveorganisation, taking account of pupils

interests and their language and cultural

backgrounds, with the help of supportstaff where appropriate.


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They take part in, and contribute to,teaching teams, as appropriate to the

school. Where applicable, they plan forthe deployment of additional adults whosupport pupils learning.

As relevant to the age range they aretrained to teach, they are able to planopportunities for pupils to learn in out-of-school contexts, such as school visits,

museums, theatres, field-work andemployment-based settings, with thehelp of other staff where appropriate.


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Teaching:

Monitoring & Assessment [Those awarded Qualified Teacher

Status] make appropriate use of a rangeof monitoring and assessment strategies

to evaluate pupils progress towardsplanned learning objectives, and usethis information to improve their ownplanning and teaching.


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They monitor and assess as they teach,giving immediate and constructive

feedback to support pupils as they learn.They involve pupils in reflecting on,evaluating and improving their ownperformance.


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Teaching:

Teaching & Class

Management [Those awarded Qualified Teacher

Status] have high expectations of pupilsand build successful relationships,centred on teaching and learning. Theyestablish a purposeful learning

environment where diversity is valuedand where pupils feel secure andconfident.


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They teach clearly structured lessons orsequences of work which interest and

motivate pupils and which: make learning objectives clear to pupils

employ interactive teaching methods and

collaborative group work promote active and independent learning

that enables pupils to think, forthemselves, and to plan and managetheir own learning.


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They take account of the varyinginterests, experiences and

achievements of boys and girls, andpupils from different cultural and ethnicgroups, to help pupils make goodprogress.

They recognise and respond effectivelyto equal opportunities issues as theyarise in the classroom, including by

challenging stereotyped views, and bychallenging bullying or harassment,following relevant policies andprocedures.


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Sources

Resources, activities and informationwww.christianaid.org.uk/learn

Resources, activities and information

www.citizenship-global.org.uk

A portal site with links to many usefuleducational sites. Includes advice on

teaching controversial issues. www.globaldimension.org.uk

A database of over 650 resources with

links to suppliers

What is Global Education (1)

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