Development Education Digest June 2010

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Welcome to this first edition of the Development Education Digest. The Digest is a biannual publicationproduced by the Development Education Research Centre (DERC), based in the Institute of Education,University of London (IOE), with funding from the Department for International Development (DFID)

Development education materials are often difficult to identify and locate, so the Digest hopes to ease someof this. It is a collection of research and policy summaries highlighting recent research and policy initiatives inthe field of development education from sources throughout the world. It also collates publications andprovides links where possible to full documents. The Development Education Digest hopes to raise theprofile of development education internationally and to provide a focal point for researchers, policy makersand practitioners in the field.

This first edition of the Digest starts off with a summary of current and / or recent research into globaldimensions in formal education. Specifically research in this section relates to schools and how schools areengaging with the global dimension in teaching and learning. The scope is broad and includes research onhow policy is translated into practice, north-south school partnerships, education for sustainable

development, post-compulsory education and the global dimension in initial teacher education. The nextsection introduces research on young peoples engagement with international development, looking at howyoung people engage and the types of spaces for engagement. The third section highlightsinternationalisation and global perspectives in higher education, which is followed by research ondevelopment education and NGOs.

The fifth section provides highlights of known recent policy initiatives. Significant work has been done overthe past few years in many countries to incorporate global issues into teaching and learning. This sectionhighlights some of the more recent policy initiatives which guide this process, providing summary informationon the main points of action. It also highlights policy-level research. The final sections draw together recentpublications in development education and global learning, and highlight ongoing doctoral studies and onlineresources.

For further information, comments and details of how to provide content for future editions of theDevelopment Education Digest, please contact Fran Hunt at DERC:[email protected]

Development Education Digest

Issue One: June 2010
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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www.ioe.ac.uk/derc 2

Table of Contents

GLOBAL DIMENSIONS IN FORMAL EDUCATION ........................................................................................ 2YOUNG PEOPLES ENGAGEMENT IN INTERNATIONAL DEVELOPMENT............................................... 10INTERNATIONALISATION AND GLOBAL PERSPECTIVES IN HIGHER EDUCATION .............................. 10PRACTICE OF NON-GOVERNMENTAL ORGANISATIONS ....................................................................... 11POLICY INITIATIVES, STRATEGIES AND RESEARCH .............................................................................. 11PUBLICATIONS ........................................................................................................................................... 17ONGOING DOCTORAL STUDIES ............................................................................................................... 21ONLINE RESOURCES ................................................................................................................................. 21

GLOBAL DIMENSIONS IN FORMAL

EDUCATIONThis section highlights current and / or recentresearch on the global dimension in formaleducation. Specifically the research focuses onschools. It explores a range of topics including:policy-led initiatives at the school level,understandings of global dimensions and north-south school partnerships. The section alsoincludes research on the global dimension in post-sixteen education and teacher education. Thesection has been subdivided for ease of access.

An evaluation of the UNICEF RightsRespecting Schools Award (RRSA)

UNICEF/DCSF, 2008-2010

Carol Robinson, University of Brighton & JudySebba, University of Sussex

The UNICEF UK Rights Respecting Schools Award(RRSA) aims to teach children and young peoplethat they have rights under the United Nations

Convention on the Rights of the Child and that theyhave a responsibility to respect the rights of others.The award scheme started in 2004, and since thenaround 1,000 schools in the UK have voluntarilyregistered on the scheme. The RRSA aims toshape the ethos of the school and unify what canoften be seen as a range of disparate educationalinitiatives and government priorities in all UK jurisdictions: the global dimension, SEAL (socialand emotional aspects of learning), sustainabledevelopment, and community cohesion.

UNICEF UK's Education Department (with funding

from the DCSF) have funded the Universities ofSussex and Brighton to assess the impact of theRRSA on the well-being and progress of children

and young people in the participating schools. Theyhave conducted a three year evaluation with a

cross-section of schools (including primary,secondary and special). Twelve schools have beeninvolved for the full three years, with an additional20 schools being involved in the final year.Interviews with head-teachers, teachers, teachingassistants, midday supervisors, pupils, parents andgovernors were conducted within each of theseschools to determine different perspectives on theimpact of the Award.

The project is currently in its third and final year.With regard to issues of global learning, findings

from the second year interim report indicate thatschools tended to undertake work on globalcitizenship through developing an understanding ofFairtrade and through making links with schools indeveloping countries. There was strong evidence ofattempts to avoid tokenism, which schools oftenpresented as 'students exchanging letters withthose in a school in a developing country withoutany real understanding', although schools weresometimes uncertain of how to do this. In terms ofpupils' understanding of the universality ofchildren's rights, findings from the second year of

the evaluation noted a greater understanding of,and respect for, other cultures than had beenapparent in the first year. In all schools, pupilsmade a positive contribution through theirinvolvement in fund-raising and campaigns relatingto local and global causes, environmental issuesand activities related to fair trade, and there was atendency to relate work on these areas to work onbeing healthy and economic well-being. The finalreport, which will include findings relating to issuesof global learning, is expected to be available fromJuly 2010.

Contact Carol Robinson:[email protected]
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Research into Primary SchoolsUnderstanding of Community Cohesion

Lisa Taner, Middlesex University

This M.A. research project looked at the recentlyintroduced statutory duty to promote community

cohesion in all schools in England from 2008-2009.The study wanted to find out what school leadersknow and understand about the new duty topromote community cohesion, what they arerequired to do as part of their leadership andmanagement duties and how well prepared they areto meet them.

Community Cohesion was defined by theDepartment for Children Schools and Families(DCSF) in 2007 as meaning: working towards asociety in which: there is a common vision andsense of belonging by all communities, the diversityof people's backgrounds and circumstances isappreciated and valued, similar life opportunitiesare available to all, and strong and positiverelationships exist and continue to be developed inthe workplace, in schools and in the widercommunity (DCSF, Guidance on the duty topromote community cohesion ref-DCSF-00598-2007).

Small-scale questionnaire research was carried outin 2009 on primary schools in two north Londonboroughs, alongside a head teacher interview and

document review of school inspection reports. 58questionnaires were completed by school staff andgovernors. Respondents came from a range ofschools. 37 primary schools were inspected byOFSTED during 2008-2009 with most attaininggood or outstanding status.

The research indicated that schools believed thattheir pupils had a strong sense of belonging andthat schools were effective in promoting communitycohesion. Schools also thought they had a clearunderstanding of what is meant by promoting

community cohesion, although there was some lackof awareness of different kinds of communities,particularly people with no religious faith, those fromdifferent socio-economic groups and people fromoutside the UK. While schools felt they had a goodunderstanding of what was expected of them interms of administering the duty, often responsibilityfor leadership was unclear.

There were some areas of concern raised byschools around the community cohesion directive.This included apprehension around how it would

and could be inspected and for some, a lack of localand national support for implementing the directivein schools. The research also found differences in

how community cohesion was being perceived andthe basis by which they were inspected. There wasa lack of clarity and depth of understanding in termsof what effective community cohesion practicemight look like with a global dimension by themajority of participants and inspection team reports.

The research highlighted the need for clarity around

community cohesion and how community cohesionis defined by OFSTED. Schools should be able toidentify their local, national and global communities,the actions needed to be taken and evaluate anyimpact. Schools and local authorities might alsoraise awareness of community cohesion andprioritise it within schools. OFSTED inspectionteams and criteria must be clear and transparent.Schools were keen for more opportunities to learnfrom each other, especially with examples of goodpractice, and asked for support for links withrelevant partners.

Contact Lisa Taner:[email protected]

Exploring the Global Dimension inSecondary Schools

DCSF, 2008

Karen Edge, Khatera Khamsi, Doug Bourn, IOE

This research project explored how the globaldimension agenda was being integrated within asmall sample of 10 secondary schools in England.Within each school case study, the team exploredhow teachers and leaders were mobilizing andsustaining interest and commitment in the globaldimension. They also gained insight into theexperiences, achievements, challenges andperceived outcomes, and were able to highlightemerging themes and key factors that may supportother schools in moving the global dimensionforward.

Acknowledging the history of government and NGOglobal dimension work across the UK and building

on the current knowledge within the field, the teamconducted a series of informal informationinterviews with members of the leadingorganizations including: Enabling Effective Supportregional co-coordinators, DCSF, British Council,DEA and QCA.

The team generated a list of potential schoolsbased on recommendations from interviewparticipants of schools with interesting practiceand/or making strides and the full DSCF list ofInternational School Award winners. From this list,

they selected 15 schools representing a mix of:urban/ rural location; specialist/ traditional status;single-sex/ mixed composition; religious/ secular


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character; proportion of students receiving freeschool meals; proportion of students from ethnicminority backgrounds; and Special EducationNeeds status. They spent a day in each of 10schools touring the school and interviewing thehead teacher and/or senior leadership teammember and the appointed (where applicable)

global dimension leader. They also conductedteacher focus groups and engaged students inindividual and group activities. Based on this data,the team prepared 10 individual school case studiesand conducted cross-case analysis.

Throughout each school, the same messagesappeared time and again. Teachers and leadersoften reported that their whole-school adoption ofthe global dimension had created moreopportunities for collaboration and moreexperimental teaching practices. These schoolsalso demonstrated that a global dimension focuscreates opportunities for teachers to collaborateand share and develop expertise. Within theseschools, three important elements to their globaldimension integration emerged. These schools:

create early momentum by identifying andbuilding on current practice within the school andclassrooms;

embed the global dimension deeply and broadlyacross the school by ensuring it is a part ofschool planning; and

build structures for sustainability, including thecreation of formal teacher leadership posts aswell as student leadership and participationopportunities.

Within the full report, findings and preliminaryrecommendations to school-level practitioners andpolicy makers are made under the followingheadings: perceptions and understanding of theglobal dimension; leading the global dimension inschools; putting the global dimension into practice;perceived impact and value of the global dimension;challenges in implementing global dimension; andopportunity for implementing the global dimension.

The full report explores these issues in more detailand provides 10 case studies of the globaldimension in action within schools. It is hoped thisreport will serve the establishment of a foundationfor future work in secondary, and primary, schoolsin order to build knowledge of how schools can usethe global dimension to assist their students.

For copies of the report, contact Karen Edge:[email protected]

Moral Leadership: An investigation of globaldimension leadership in UK schools

Middlesex University, 2009

Carol Jones

This MA research project explores the globaldimension in school leadership and how it connectsto moral leadership in education. The researchlooks at how education is connected with morality,the nature of moral leadership in education and howglobal dimension leaders fit into moral leadershiproles in the UK. The research explores the idea thatglobal dimension issues are also moral issues, andglobal dimension leaders have a moral purposebecause of the school subject they lead.

The research tests a set of hypotheses.Questionnaires were sent to 120 global dimensionleaders in schools in the UK, with 50 responses. A

set of interviews with experts working in globaleducation also took place and observational datawas gathered.

There are a number of research findings. The paperargues that global dimensions can be linked tomoral education because of their focus on valuesand the subjects taught. Global dimension leadersare mostly women. They are generally notmotivated by career progression or pay when takingon the role. Many global dimension leaders areinterested in issues of social justice and

transformational change. Many had a moral vision,and a link was found between their religious beliefsand moral leadership. The research concludes thatglobal dimension leaders can more accurately bedescribed as moral facilitators rather than moralleaders.

Contact Carol Jones:[email protected]

Educating for Global Citizenship: Teachersunderstandings and pedagogical practices

in Canada2010-2011

Mark Evans, Leigh-Anne Ingram, AngelaMacDonald and Nadya Weber, OISE,

University of Toronto

In Canada and worldwide, policy makers arerecommending, with increasing frequency, the needfor the inclusion of understandings of globalcitizenship at all educational levels. Questionsbeing raised about what it means to educate forcitizenship within a global context and howcitizenship ought to be located and represented inschool curricula.
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As a result of the impact of globalization and recentconflicts, there is a growing need to provide policymakers with informed ideas for meaningfulcurricular guidance, teacher educators withevidence-informed conceptual and pedagogicalapproaches, and teachers with the appropriatesupport to be able to understand and appropriately

approach global themes and issues in theirclassrooms.

Yet, studies of teachers characterizations of globalcitizenship education pedagogy are rare. Thepurpose of this research study on educating forglobal citizenship in Canada is to learn how asample of public school teachers educate for globalcitizenship in formal school contexts in threeCanadian provinces (Ontario, Nova Scotia, andBritish Colombia), in order to begin to contextualizeCanadian public education within this growing fieldof international educational research.

More specifically, the research aims to:

clarify and explain teachers contrasting range ofunderstandings about global citizenship and thepedagogical practices they use in formal schoolcurricula (in classrooms and school-wide) toeducate for global citizenship;

analyze teachers understandings and preferredpractices in relation to theoretical underpinningsof global citizenship education literature andvarious factors (e.g. culture, gender, context,

policy); explore issues teachers face in translating policy

intentions in relation to global citizenship intoeffective practice.

Particular attention will be given to recent researchon pedagogy that suggests a more complexconceptual focus that connects technicalcompetencies with the different kinds of knowledgebases and contextual forces that inform teacherspedagogy. This moves away from earlier studies ofpedagogy that tended to forefront teachers

pedagogical styles and focused solely on theteacher.

The central question that frames the study is:

In what ways do teachers educate for globalcitizenship in formal school contexts in threecosmopolitan contexts (Halifax, Toronto, andVancouver) in Canada and why?

Subsidiary questions that guide the development ofthe study include:

What is global citizenship and how is itunderstood by teachers?

What pedagogical practices are used by

teachers to nurture understandings of globalcitizenship and why?

How do teachers characterizations of educatingfor global citizenship align with the theoreticalunderpinnings of global citizenship education?

How do teachers communicate theseunderstandings and pedagogical practices when

educating for global citizenship (with attention tosuch factors as culture, gender, context, policy)?

What issues do teachers face in translatingpolicy intentions in relation to global citizenshipinto effective practice?

A qualitative stance will be emphasized in thisstudy. Different methods of data collection includingelectronic self-completion questionnaires,interviews, classroom observations, and relevantschool-based and official Ministry curriculumdocuments will be used. It is believed that such an

approach will invite different perspectives and thatthis will allow findings to be corroborated orquestioned by contrasting the data produced bydifferent methods. Non-probability, purposivesampling will be used. Twenty teachers from theschools in each location (10 elementary, 10secondary) will be handpicked purposely on thebasis of their perceived ability to provide the mostvaluable data, given the specific purposes of thestudy. From each sample, three participants will beselected for face-to-face interviews and classroomobservations. Classroom observations areincorporated into the study to gather data aboutwhat teachers are actually doing in their classroomin relation to educating for global citizenship. Duringvisits to the schools, pertinent school-basedcurriculum documents (e.g. teachers planningbinders, school-based curriculum documents) willbe reviewed and notes will be taken. This data willbe used to complement the data acquired throughthe questionnaires, interviews, and classroomobservations. Relevant contextual information, inwhich the research was conducted, will also be

noted.Contact Nadya Weber:[email protected]

Representations and Understandings ofDevelopment in Schools

Irish Aid, 2009-2010

Audrey Bryan and Meliosa Bracken, UniversityCollege Dublin

This study set out to provide deeper and more

nuanced understandings of how notions ofdevelopment are constructed in curriculumresources and communicated in Irish post-primary


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schools. Combining a number of distinct, yetinterrelated research priorities, it sought to addressthe following key issues:

What are the dominant development themes orstories that are presented in curriculummaterials? To what extent do resourcesproduced by different agencies or bodies

prioritise different development issues andpresent competing or alternative developmentstorylines?

How are notions of engagement and actionconceived in these various resources? Forexample, how are development solutions orresponses conceived? Are these responsespresented in predominantly individualised orcollective terms?

Are conceptions of development largelyinternalized (focused on indigenous

governments and stakeholder communities andtheir actions) or externalized, portraying NorthernNGOS, governments and other Northern donorsas the central agents of development?

What are the effects of particular photographicimages of the South in curriculum resources?

How is Irelands role in development representedin these resources?

What are the effects of particular developmentmoments in classroom contexts where textbookauthors and educators are placed in a position of

presenting complex development issues in alimited time/ space period?

The rationale for this research stems from anunderstanding of development education as havinga number of overarching and interconnecting aimswhich seek to increase awareness andunderstanding of global interdependence andinequality and to engage people in analysis,reflection and action. While existing research offersinsights into the extent of development educationprovision in Irish post-primary schools, popular

development education methodologies andopportunities for integrating development educationwithin specific subject areas, there is a dearth ofknowledge about the substantive content of thecurriculum as it relates to development and globalissues in an Irish context.

A qualitative research methodology was adoptedfor this study which entailed a critical discourseanalysis (CDA) of selected texts and a thematicanalysis of in-depth interviews. Data was collectedfrom three separate sources: curricular resources

and textbooks used for development educationpurposes in post-primary schools, developmenteducation lesson plans created and implemented

by student teachers, and in-depth interviews carriedout with in-service teachers and schooladministrators (semi-structured format). A numberof key questions were addressed through theinterviews:

What are teachers understandings, experiencesand perceptions of teaching development

education in post-primary settings in Ireland? To what extent do these experiences and

understandings differ, depending on their ownlevel of experience of development or ofteaching about development issues, and/or onthe context of the school or make-up of thestudent body in their classrooms?

Given that curriculum materials are but onesource of information about the Third World, towhat extent do these resources challenge, orindeed confirm, what educators know about

development from other sources (e.g. media)? How, and to what extent do development

education curriculum resources promote criticalawareness? How can they be used to enhanceor facilitate the development of critical literacyskills?

Verbatim transcripts were prepared from theinterviews. Analysis took place at various stages.

For information on key findings contact AudreyBryan:[email protected]

North-South School Partnerships

Global Partnerships as Sites for MutualLearning: Teachers' professionaldevelopment through study visits

ESRC-funded, 2009-2012

Fran Martin & Helen Griffiths, Exeter University;L. Sidibeh, the Gambia University; L. Raja,

Gandhigram Rural University, India

Global Partnerships as Sites for Mutual Learning isa three-year ESRC-funded research project whichstarted in October 2009. The research investigatestwo global partnerships, one between the UK andGambia and the other between the UK and India,and the learning that takes place for teachers whoparticipate in yearly study visit courses.

Since 2000 schools in England have been activelyencouraged by the government to establish aGlobal School Partnership (GSP). GSPs are beingseen as a valuable tool for teaching pupils aboutthe wider world and global issues. However, some


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small-scale studies have shown that the impact ofsuch partnerships on pupils' learning can becounterproductive to that which is intended (oftenwhen associated with fundraising for the Southernpartner). How pupils are supported in theirresponses to difference and to poverty is causingparticular concern. A contributing factor is that

many teachers lack the knowledge and experiencerequired to adequately address the intercultural andglobal issues that are integral to partnershiplearning.

One of the strategies for developing teachers'knowledge is North-South study visit courses. Nostudy to date has systematically investigated whatand how professionals from both countries learnfrom North-South study visits or the relationshipbetween this learning and their practice over time.This research project therefore aims to investigatewhat teachers learn from study visit courses, andhow they make use of what has been learnt back intheir own educational settings, giving equal weightto the learning of both Northern and Southernpartners.

The two courses to be investigated have beentaking place on a mostly yearly basis for the last tenyears, and are run within two long establishedglobal partnerships. The Gambia course is forqualified teachers and the Indian course for traineeteachers. A pilot project (2006-2007) andsubsequent consultation with potential beneficiaries

(2007-2008) identified the need to extend theresearch in four important ways by: developingunderstanding of the global partnerships thatprovide the context for study visits, focusing on twocontrasting partnerships, investigating how learningfrom study visits informs teachers' future practice,and providing Southern perspectives on learningfrom study visits. The courses referred to aboveaddress a concern about how knowledge of 'theOther' is constructed within the context of North-South study visits.

The key research question is: What impact do two North-South study visit

courses have on teachers' understanding ofdevelopment issues and how does this informtheir understanding of, and practice in, globalpartnerships?

Supplementary questions are:

How have two North-South partnershipsdeveloped and what context do they provide foreducational study visits?

What do teachers from both North and Southlearn about development and global issues fromtheir involvement in study visits?

What are the key factors that prompt anychanges in knowledge and beliefs?

How does this learning inform their practice overtime?

A combination of postcolonial, identity andpositioning theories will be used to support dataanalysis and interpretation. The research team

consists of two UK researchers, one Gambian andone Indian researcher. A range of researchmethods will be used to collect data over time,including interviews, document analysis,biographical questionnaires, participant observationand other questionnaires. The research design isparticipatory and aims to mirror the mutual,intercultural learning processes that are central tothe courses being investigated.

Contact Fran Martin:[email protected];Website:

http://education.exeter.ac.uk/projects.php?id=450

The Influence of North South SchoolPartnerships: Examining the evidence from

schools in the UK, Africa & Asia

DFID, 2007-2009

Karen Edge, Keren Frayman and JamesLawrie, IOE

In 2006 little research had been conducted on the

influence of international school partnershipsbetween schools in the Africa, Asia and the UK.UKOWLA and Cambridge Education commissionedthe IOE to conduct a DFID-funded study exploringthe influence of partnerships.

The team set out to develop a better understandingof the types of schools that were engaging inpartnerships, their characteristics, implementationand leadership strategies. Their research alsoexplored the perceived influence of partnerships onschools, leaders, teachers and students. The

specific research questions were: What does the landscape of international school

partnership in the UK look like?

What is the influence of school partnershipparticipation?

What factors hinder or support positive schoolpartnership outcomes?

The IOE researchers worked with a talented teamof 30 researchers from Africa, Asia and the UK.They also had two sets of colleagues providinginstrumental support.

Year 1 of the research focused on learning moreabout the landscape of international school
mailto:[email protected]:[email protected]:[email protected]://education.exeter.ac.uk/projects.php?id=450http://education.exeter.ac.uk/projects.php?id=450http://education.exeter.ac.uk/projects.php?id=450mailto:[email protected]


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partnerships between Africa, Asia and the UK via asurvey of 1,600 schools in 16 African, Asian and UKcountries. Year 2 of the research involved anambitious journey to gather more detailedqualitative data on partnerships from 55 schools in12 countries. The team developed case studies ofhow these schools engage in partnerships and their

perceived influence on students, teachers, schoolsand communities. Schools were located in the UK(England, Northern Ireland, Scotland and Wales),Asia (India, Pakistan and Sri Lanka) and Africa(Ghana, Kenya, South Africa, Tanzania, andUganda).

Year 2 case schools were selected from the Year 1database representing a cross-section of schoolsby country/ regions, location (urban/ rural), phase(primary/ secondary/ all ages), gender (single/mixed), status (faith and special needs) andsupporting organizations. Advisory Group membersalso recommended schools demonstratinginteresting partnership practice allowing the teamto select a small number of recommendedpartnerships per country, producing a stratifiedrandom sample.

The full report is available on the IOE website andincludes findings related to the influence ofpartnerships on student, staff and communityinvolvement. It also focuses on findings related tothe influence of partnership on teachers and, inturn, students. The team distills the lessons from

their high momentum partnerships that theybelieve are generating the most significant influenceon leaders, teachers and students. Based on thefindings, they suggest how schools and supportorganisations can strive for success includingdetails on: partnership formation; support andtraining; leadership and management; connection toschool structures; partnership objectives;communication between partners; staff and studentinvolvement; curriculum initiatives; challenges andopportunities.

Download the full reports:http://www.ioe.ac.uk/study/departments/lcc/33261.html

Voices from the Global South

DFID, 2009-2010

Centre for Global Education, Northern Ireland(N.I.)

This research project looks at an increasinglydiverse Northern Irish society through a series ofcase studies. The case studies present biographicalprofiles of individuals that reflect this increasing

diversity which is arising as a result of inwardmigration. The case studies focus on three specificgroups: first generation migrants, secondgeneration migrants and refugees. The firstgeneration migrants are sub-divided betweeneconomic migrants and those who are studentsand/ or family members. Refugees include asylum-

seekers who have made claims for refugee status.The research aims to identify some of thechallenges confronted by individuals who havecome to live in Northern Ireland from other societiesin Europe and the global South. While individualcase studies can not reflect the life experiences ofan entire community or ethnic group living they cancollectively provide an informative and insightfulperspective on life for migrants.

The research aims to support awareness raising ofinternational development issues through

discussion of the factors in the developing worldthat lead people to migrate to countries in the globalNorth. It may also promote the many positivecontributions made by migrant communities to thelocal economy, society and cultural diversity. Tothat extent, the outcomes of the research cansupport education initiatives that work towardintercultural learning in the formal education sectorand wider society.

Contact Stephen McCloskey:[email protected]

Education for SustainableDevelopment

Education for Sustainable Development inthe UK

UNESCO, 2010

Bill Scott, Bath University & Sam Mejias, IOE

Education for Sustainable Development in the UK

in 2010 is the second report produced by the UKNational Commission for UNESCO on UK-wideactivity in the field of Education for SustainableDevelopment (ESD). The report was produced bythe UKs ESD Coordinating Group, a sub-committee of the Education Committee of the UKsNational Commission for UNESCO, as part of theorganisations contribution to the United NationsDecade of Education for Sustainable Development(2005-2014). The document reports on ESD in theUK covering the period January 2008 to the end ofApril 2010. It is an updating of the 2008 report:

ESD in the UK in 2008: A Survey of Action, andboth itemises recent ESD activity across the UKsfour jurisdictions and offers an initial analysis of the
http://www.ioe.ac.uk/study/departments/lcc/33261.htmlhttp://www.ioe.ac.uk/study/departments/lcc/33261.htmlhttp://www.ioe.ac.uk/study/departments/lcc/33261.htmlmailto:[email protected]:[email protected]:[email protected]:[email protected]://www.ioe.ac.uk/study/departments/lcc/33261.htmlhttp://www.ioe.ac.uk/study/departments/lcc/33261.html


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strengths and weaknesses of the current ESDprovision.

Global Dimensions in TeacherEducation

Global Dimension in Initial TeacherEducation

DFID, 2008

St. Marys University College Belfast, NorthernIreland

As part of the Global Dimension in Educationproject, the Global Dimension in Initial TeacherEducation guide was specifically created to assistthose involved in embedding global dimension

concepts into teacher education programmes. Theguide shares St Marys College experiences ofincorporating global aspects into ITE. It featuresvarious aspects of the Global Dimension inEducation project including an account of college-wide activities, local and global links, developmentof undergraduate and postgraduate level coursesand the certification process.

Website:http://www.stmarys-belfast.ac.uk/academic/education/gde/default.asp

Global Dimension to Initial TeacherEducation

DFID-funded, 2009-2012

John Morgan, Frances Hunt, Hannah Li TingChung, IOE

The Institute of Education has a very strong teachertraining programme covering primary, mostsecondary subjects and post-compulsory. Learningabout global and development issues has been afeature of some of the subject based courses but

the emphasis has been on one-off sessions oftenwith external inputs.

This project aims to encourage movement awayfrom this limited approach and to support those whoare not overtly engaged in the global dimension toembed learning about development and globalissues as an integral component of all initial teachereducation courses at the Institute.

The project also aims to identify the learning gainedfrom the student-teachers on the global dimensionand how they are interpreting this learning withinthe classroom.

The project will work closely with the UK Initial

Teacher Education Network on Education forSustainable Development and Global Citizenship,co-ordinated by London South Bank University.

Initial activities for the project include an audit ofexisting provision and the organisation of a series ofstaff development workshops and seminars on theglobal dimension.

Contact Hannah Li Ting Chung:[email protected]

Education for Sustainable Development/Global Citizenship in Initial Teacher

Education

WWF

CCCI, London South Bank University

This research project aims to develop sustainable

development and global citizenship initiatives ininitial teacher education. The current projects areconcerned largely with researching the impact ofESD/GC provision on new teachers and curriculumdevelopment. Various publications are alreadyavailable from the project.

Contact Sally Inman:[email protected]

Internationalisation and Global

Perspectives in Further Education

Development Education in the TertiarySector

Trocaire-funded, 2008-2009

Centre for Global Education, Northern Ireland

The Centre for Global Education in Northern Irelandundertook research to establish a baseline ofinformation on courses and modules offered indevelopment education in the tertiary sector on the

island of Ireland. Stand-alone, undergraduate andpostgraduate courses/ modules were reviewed.

While there were courses and academic pathwaysinto development issues, there had been a lack ofany kind of directory to these in the north and southof Ireland. This research aimed to:

Enhance development education practice in thetertiary education sector through research thatwill strengthen collaboration and shared learningbetween development organizations and thirdlevel institutions.

The result of this research is DevelopmentEducation in the Tertiary Sector, a reference guide
http://www.stmarys-belfast.ac.uk/academic/education/gde/default.asphttp://www.stmarys-belfast.ac.uk/academic/education/gde/default.asphttp://www.stmarys-belfast.ac.uk/academic/education/gde/default.asphttp://www.stmarys-belfast.ac.uk/academic/education/gde/default.aspmailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://www.stmarys-belfast.ac.uk/academic/education/gde/default.asphttp://www.stmarys-belfast.ac.uk/academic/education/gde/default.asp


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containing information on courses and modules ondevelopment education and development issues.The document provides a baseline from whichfurther studies can be conducted.

To download report:http://www.centreforglobaleducation.com/documents/100

Global Learning for Global Colleges

DFID, 2009-2012

Claire Bentall, IOE

Learning about global and development issues isbecoming an increasingly important feature of theactivities of a number of further education collegesin England. Recognising this interest and buildingon work the Development Education Research

Centre (DERC, IOE) has been doing with theLearning and Skills Improvement Service (LSIS),this three year project aims to identify ways in whichlearning about global and development issues canbe an important part of the curriculum for studentsin further education colleges. The project is beingdeveloped in partnership with 5 colleges: City ofBristol, Collyers in Surrey, North East London, Cityand Islington, and Regents College in Leicester.

The project will look particularly at the opportunitiescreated by the introduction of the new diplomas inEngland, but will also look at the role of morevocational programmes and the impact ofpartnerships that colleges have with similarinstitutions elsewhere in the world.

As well as helping the Colleges develop theircurriculum in the global and development areas, theproject will include opportunities for students withinand between the institutions to share their views inthese areas and develop appropriate resources andprofessional development courses for staff.

Initial activities for the project include an audit of

existing provision within the five colleges andpresentations on initial findings at a series of eventsbeing planned by LSIS and the Association ofColleges on the global and international dimension.Contact Claire Bentall:[email protected]

Globalisation and Further Education

LSIS, 2010

Doug Bourn & Hannah Li Ting Chung, IOE

The Development Education Research Centre(DERC) has recently compiled a catalogue of keymaterials on global dimensions in further education.

The catalogue includes material from the UK andEurope. The areas explored include: skills for aglobal economy; internationalisation; internationalpartnerships; global citizenship; interculturaldialogue; and globalisation and sustainabledevelopment. The catalogue is intended to be ofuse to managers, practitioners and others working

in further education.For further information or a copy of the report,contact Hannah Li Ting Chung:[email protected]

YOUNG PEOPLES ENGAGEMENT ININTERNATIONAL DEVELOPMENT

This section looks at current or recent research onyoung peoples engagement with internationaldevelopment in a variety of settings.

Youth Transitions, InternationalVolunteering and Religious Transformations

Research Project

AHRC/ESRC-funded

Peter Hopkins & Nina Laurie, NewcastleUniversity; Matt Baillie Smith, Northumbria

University; Elizabeth Olson, EdinburghUniversity

This project explores young peoples experiences offaith-based volunteering in Latin America. Byexploring the processes, religious spaces andexperiences which are produced and constructed,we will contribute to understanding the role ofinternational experience in shaping young peoplesreligious identities.

The research project includes an element focusing

on global citizenship and the ways internationalvolunteering does or does not promote activecitizenship and educate young people aboutdevelopment. The main outputs for the project arecurrently being written.

Contact Matt Baillie Smith:[email protected]; Website:http://www.ycla.org.uk

INTERNATIONALISATION ANDGLOBAL PERSPECTIVES IN HIGHER
http://www.centreforglobaleducation.com/documents/100http://www.centreforglobaleducation.com/documents/100http://www.centreforglobaleducation.com/documents/100mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://www.ycla.org.uk/http://www.ycla.org.uk/http://www.ycla.org.uk/mailto:[email protected]:[email protected]:[email protected]:[email protected]://www.centreforglobaleducation.com/documents/100http://www.centreforglobaleducation.com/documents/100


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EDUCATION

This section highlights current or recent research onglobal perspectives in higher education.

Students as Global Citizens

DFID, 2009-2012

Nicole Blum, IOE; Institute for Global Health(University College London); the Royal

Veterinary College and the School of Pharmacy(University of London).

This research partnership aims to develop andevaluate methods to embed learning about globaland development issues within degree courses onpharmacy, veterinary science and human health.The work recognises the important contributions

that professionals in these fields can make tointernational development by improving humanhealth and livelihoods, for example, throughpreventing and treating infectious diseases andimproving the health of livestock. Research showsthat these improvements can in turn have otherpositive effects, including increased access toeducation, reduced infant mortality, reduced fertility,improved child nutrition, and reduced rates of HIVinfection. As of yet, however, coverage ofdevelopment and global issues in professionaldegree programmes is very limited.

The core aims of the project are therefore to bothsupport and extend the existing work of the partnerinstitutions, and to research the links betweendiscussions of 'global citizenship' and learningabout global and development issues within highereducation.

Activities include engagement with students andstaff to assess existing understandings of globaland development issues, and to evaluate learningwhich results from new teaching and learningopportunities provided via the project. Additional

support in the development of curriculum materialsand delivery of activities will be provided bySkillshare International, a UK charity with significantexperience in global health education.

Contact Nicole Blum:[email protected]

PRACTICE OF NON-GOVERNMENTAL ORGANISATIONS

This section highlights current or recent research on

NGOs and development education.

Oxfam and the Rise of DevelopmentEducation in England from 1959 to 1979

IOE, 2008

Don Harrison

During the 1960s and 1970s, non-governmentalorganizations (NGOs) in England influenced publicunderstanding of Third World development,through lobbying, information and educationalprogrammes. The largest NGO involved in theschools dimension of this movement fordevelopment education was Oxfam. OxfamsEducation Department made a contribution totheory and practice for learning about Third Worlddevelopment in a wider context of internationalunderstanding.

Historical studies of changing educational policyduring these two decades have mainly focused oninteractions between government and the teachingprofession, relating to official reports on thechanging nature of schools, to Schools Councilcurriculum development projects, and to BlackPaper emphases on standards. This thesis isinnovative in its focus on the role of the civic sector,as represented here by Oxfam and a network oforganizations which were seeking to improvelearning in a specific area of knowledge, skills and

values.The methods used to bring Oxfams educationalactivity and influence to the light of the presentinclude analyses of NGO and government sourcesand of interviews with practitioners. The findingsshow complex interactions within both NGO andgovernment fields and between the two fields.Oxfams educational visionaries were constrainedby internal pressures like fundraising. Governmentofficials had varying views between education andoverseas development ministries on appropriate

levels of support for development education. Theconclusion is that this lack of a co-ordinatedunderstanding of development education limited itsentry to state education in England during the1960s and 1970s, even though Oxfam had asubstantial role in the growth of the movement.

See:http://www.somer-saults.org.uk/ideasbank

POLICY INITIATIVES, STRATEGIESAND RESEARCH
mailto:[email protected]:[email protected]:[email protected]://www.somer-saults.org.uk/ideasbankhttp://www.somer-saults.org.uk/ideasbankhttp://www.somer-saults.org.uk/ideasbankhttp://www.somer-saults.org.uk/ideasbankmailto:[email protected]


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There have been significant policy developments inmany countries in recent years and a growingemphasis on global dimensions in all aspects ofeducational provision. This section highlights recentpolicy initiatives and strategies, as well as policy-level research.

Global Education in Poland (2009)

The European Global Education Peer ReviewProcess, GENE

The report provides an assessment on the currentstate of global education in Poland and how globaleducation might be developed in the future. A peerreview team interviewed key stakeholders, mainlyfrom non-governmental organizations, universitiesand government ministries, with the aims ofidentifying good practice; assessing provision,

structures, strategies and results of globaleducation; and providing recommendations forimproving provision in Poland and learning acrosscountries.

In 2008 the Under-Secretary of State at the Ministryof National Education stated publicly that GlobalEducation is an important part of formal educationin Poland and a priority of the Ministry. Variousinitiatives have been put in place subsequently inschools, including giving a global education focus toan open schools competition, convening a

conference for teacher training centres, and theinvolvement of NGOs working on global issues incore curriculum reform. The curriculum hassubsequently taken on aspects of global education.In terms of tertiary colleges there is emerging goodpractice, but no systematic approach to theintroduction of global education. A number of civilsociety and university-initiated interventions inglobal education are also highlighted.

The report recognizes that work still needs to bedone. There is a need for increased and improvedin-service and pre-service teacher training; in-service training often takes place with a smallnumber of enthusiastic teachers, rather than allteachers. The report suggests the establishment ofa National Committee for Global Education, fundedmainly by the Ministry of Foreign Affairs, to improvethe coordination and quality of global education inPoland. There are also recommendations aroundstrategic planning and resourcing of institutions/organizations working in global education andimproved information sharing and coordination.

Download report: http://www.gene.eu/previous-

peer-reviews/92-poland.html

Global Education in Norway (2010)

The European Global Education Peer ReviewProcess, GENE

This report provides an overview of globaleducation in Norway and indications of how it mightbe developed in the future. It recognizes the long

history global education has in Norway as well asthe new challenges emerging in its changingsociety. Summaries and recommendations areavailable online, the full report will be available in2010.

Initial summary report:http://www.gene.eu/previous-peer-reviews/91-norway.html

National Strategy for Development

Education 2010 2015: Portugal (2010)IPAD

The National Strategy for Development Educationin Portugal was developed by the InstitutoPortugues de Apoio ao Desenvolvimento (IPAD)which worked with key stakeholders and in variouspublic fora in Portugal. It sets out the aims andpolicy measures for Portugal to follow and will workalongside an Action Plan which will provideguidance on implementation.

The Strategy sees development education as a wayof responding to inequalities and injustices at localand global levels. It places the need fordevelopment education within the context of anincreasingly globalized society and evolvingrelations between the North and South.

The Strategy is located within international andnational policy contexts and conceptualisations ofdevelopment education. It is also located within thewider learning environment in schools. It highlightsthe core concerns of development education as aninstrument against exclusion, injustice and global

inequality. The Strategy presents a generaldefinition of development education it is workingtowards as, a learning process; a reflective andactive process (around concepts such as solidarity,equity, justice, inclusion); and a driver towardssocial change. Thus, in general terms, developmenteducation involves the following dimensions:awareness raising; consciousness raising; policyinfluencing.

Specifically, the Strategy highlights developmenteducation provision committed to social change and

the strengthening of global citizenship. In thisregard social change should enhance social justiceand equity, rather than replicate inequalities. There
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is an emphasis on action with solidarity,cooperation and co-responsibility as key. TheStrategy also promotes participation, so that allmembers of society can influence decision makingand coherence where there is conformity betweenmeans and ends, between methodology/ form andcontent.

The overall aim of the Strategy is to: promote globalcitizenship through learning processes and byraising awareness of development-related issuesamong Portuguese society, in a context of growinginterdependence, and focusing on actions leadingto social change. The specific aims include:promoting capacity-building among relevant publicbodies and civil society organizations and creatingmechanisms of dialogue and institutionalcooperation; promoting the advancement ofdevelopment education within the formal educationsector; strengthening development education innon-formal education; and promoting awareness-raising and political influence activities that call forconcerted action.

Measures to reach these aims include improvinginformation sharing around development education;providing spaces for discussion andcommunication; creating research opportunities;integrating development education into initialteacher education; developing teaching materials;in-service capacity building of teachers; recognizingthe role of civil society organizations in the

promotion of development education; enhancing thepromotion of development education in civil society;and promoting awareness raising and policyinfluencing activities. The importance of monitoringand evaluation is also highlighted in the strategy.

For further information contact IPAD:http://www.ipad.mne.gov.pt/index.php?option=com_contact&Itemid=3

Strategy: Global Learning in the Austrian

education system (2009)BM:UK, Globales Lernen Strategie Grupp,

Austrian Development Agency

The Austrian Federal Ministry for Education, Artsand Culture (MoE) launches its strategy for globallearning in the formal education system, producedby the Austrian Strategy Group on Global Learning.The Strategy is partly a response torecommendations by the GENE (Global EducationNetwork Europe) peer review report on globallearning in Austria, published in 2006. The report

draws on consultations with key stakeholdersworking in global learning.

The Strategy sees global learning as a necessarypedagogic response to the growing complexities ofliving in a global society. It aims to give youngpeople knowledge to understand development andthe complex processes by which we are globallyinterdependent. It adopts a largely systemicapproach to global learning which focuses on the

complexities of interdependence and progresstowards a global society. Among the topics to becovered in global learning will be differing conceptsof development, power (and lack of it), global justice, inclusion and exclusion and democracy innational and global contexts. It also shows youngpeople ways to become active participants inshaping a global society.

The Strategy looks at how global learning may fitalongside other subject areas and educationalpriorities. It debates some of the conceptualchallenges and processes by which thesechallenges can be brought into the classroom. Italso looks at issues of competencies and quality inglobal learning.

The Strategy aims to increase recognition of andstrengthen global learning, through various means:

Improving structures of global learning,especially in in-service teacher training, pre-service training, school development, curriculumdevelopment, external development programmesand developing educational materials.

Developing an active research community inglobal learning.

Strengthening higher education learning in globallearning.

Developing the concept of global learning.

Strengthening global learning in the non-formaleducation sector, especially in adult educationand youth-work.

Establishing a commitment to global learningwith various actors and stakeholders in society.

Download paper (German and English):http://www.komment.at/content.php?id=70&PHPSESSID=80f0a9a88d22664c127b0381e797add0

Global Perspectives: A framework for globaleducation in Australian schools (2008)

AusAid, GEP, Curriculum Corporation, AsiaEducation Foundation

This document provides a framework for globaleducation in Australia, including recommendations

about integrating global perspectives within andacross learning areas and advice for teachers andschool leadership teams about how to implement
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the framework at a school level. Professionaldevelopment advice is also provided to teachers,coordinators and school leaders. The framework isintended to make global education more accessibleto teachers and curriculum planners.

The framework describes global education withinthe context of a global community, with its members

connected through a range of cultural, economicand social platforms. Global education helps youngpeople to participate in shaping a better sharedfuture for the world and emphasizes the unity andinterdependence of human society. The frameworkalso highlights knowledge and skills development,as well as the promotion of positive values,responsibility and active participation for change.

The report argues for the importance of globalperspectives at all ages of schooling andthroughout the curricula. It notes how global

learning can be brought into the different stages ofschooling and provides examples of learning insubject areas. It locates itself alongside othereducational priorities (e.g. citizenship,environmental education and values education). Italso emphasises whole school approaches toglobal learning.

The framework promotes five learning themes:interdependence and globalization; identity andcultural diversity; social justice and human rights;peace building and conflict resolution; andsustainable futures. It raises awareness of temporaland spatial dimensions needed when teaching.

The report also looks at the implications forteachers, whole school planners and for communityparticipation. It suggests that teachers shouldreview their teaching and learning strategies andbetter develop their understanding of the frameworkfor global education.

Download report:http://www.globaleducation.edna.edu.au/globaled/go/engineName/filemanager/pid/122/GPS_F

orWeb_150dpi.pdf?actionreq=actionFileDownload&fid=24877

European Development EducationMonitoring Report DE Watch (2010)

Krause, J. on behalf of the European MultiStakeholder group on Development Education

The European Multi-stakeholder Steering Group onDevelopment Education, established in 2007,commissioned this study on the status ofdevelopment education in Europe. The DE Watchreport presents an integrated overview of the

existing DE policies, priorities and funding practicesin 28 European countries. It provides synthesisedinformation about what works well and whereimprovements can be made. It also works as alaunching pad for further developments in the DEsector in Europe. It helps future directions acrossEurope to be coherent and co-ordinated. The DE

Watch report also attempts to contribute toconceptual debates about DE. It is hoped thesedebates will continue.

This report does not draw on primary research, butis drawn from research and reports over theprevious 5 years (including GENE peer reviews). Ithighlights the challenges this approach brings,particularly in relation to different conceptualizationsof DE and limits to available data.

The report reflects on conceptualisations of DE andhighlights four basic types: DE as public relations

for development aid; DE as awareness raising; DEas global education; and DE as an enhancement oflife skills. It highlights a standard model of DE inEuropean countries and indicates how countriesconform or deviate from this model. In particular, foreach country it notes levels of funding for DE, therole of NGOs, how activities are co-ordinatedbetween various actors, how DE works in the formalschooling sector, and other relevant observations. Ithighlights how DE is funded differently in terms ofamount and also per-capita commitment, with somecountries at the time of data collection not funding

DE activities at all.

The paper attempts to map DE activities andassess performance across the countries usingindicators such as provision of funds and politicalsupport for DE (in terms of Government support);DE activities and DE support structures (in terms ofNGO commitment/ practice). There is generally acorrelation between government and nongovernment support.

The paper also identifies possible trends evident inDE across the countries and highlights different

types of political support for DE as well as lessonslearned. The papers recommendations include theneed for: current national strategies on DE; definedstructures for DE (which includes government andnon government inputs); a focus on mainstreamingDE into formal education; the inclusion of multiplestakeholders in the elaboration and implementationof DE strategies; and strong internationalnetworking.

The annexes also include country case studyinformation.

DEAR: Development Education and
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Awareness Raising

EC, 2010

This study, taking place in 2010, looks atdevelopment education and awareness raising(DEAR) initiatives in EU member states. It has anumber of objectives:

To obtain an overview and analysis of projectsfinanced by the EC in the field of DEAR between2004-2009.

To obtain an overview and an analysis of themain actors and initiatives in the field of DEAR inthe 27 Member States of the EU.

To identify possible options for improving the ECactions in the field of DEAR.

There are four working groups looking at thequality of DEAR practice, challenges for DEAR inold and new member states, developing life

skills, and transition and transformation for thefuture.

Fieldwork will take place in EU member states,including consultations with key stakeholders. Thefinal study report will be complete in November2010. A conference will take place in October withDEAR stakeholders to discuss the studys findingsand further develop options for improvement.

An Inception report is available now. For furtherinformation see:https://webgate.ec.europa.eu/fpfis/mwikis/aidco/index.php/DEAR:_Development_education_and_awareness_raising

Development Education and the SchoolCurriculum in the European Union: A report

on the status and impact of developmenteducation in the formal education sector

and school curriculum in member states ofthe European Union (2009)

Concord/DEEEPThis report provides detail on the status and impactof development education in formal schooling andthe school curriculum in member states of theEuropean Union. Findings were taken from asurvey of the non state actor / non governmentalorganization sectors (often in contact with teachersand education professionals) carried out in 2009. Aseries of questions and concerns are examinedaround development education, particularly in termsof its recognition and integration within schoolcurricula and practices. As a similar survey was

also carried out in 2006, progress and change sincethen was also monitored.

Survey questions looked at definitions ofdevelopment education; coverage of developmenteducation in the curricula; financial support,recognition and weaknesses in developmenteducation.

The findings are broad, given the geographicalscope and limited to (mainly) NGO responses.

Development education was taught around a rangeof subject areas, most frequently, geography,history, environmental studies and citizenship.Often development education was taught through atheme such as human rights, climate change andglobal poverty. There was a growing recognition forthe need for development education and increasedco-operation between stakeholders, however mostcountries also recorded diminished governmentfunding for development education initiatives,possibly due to the global recession. In somecountries, there was concern of curriculumoverload, with development education not alwaysseen as a priority. Initial teacher training and in-service training (and training resources) were seento be inadequate in some countries and thematerials available were often limited.

Download full paper:http://www.deeep.org/fileadmin/user_upload/downloads/School_Curricula/School_curricula_2009/DE_and_School_Curriculum_FULL_report_2009.pdf

Global Learning Strategy for Schools (2010)DFID/DCSF

A consultation is underway, until July 9th, inEngland on a joint Department for InternationalDevelopment and Department for Children, Schoolsand Families global learning strategy for schools.

A recent review of DCSF and DFID fundedprogrammes concluded that important progress hadbeen made in strengthening the teaching of globalissues in schools. The report also highlighted that

further progress can be made through a morealigned approach which could both strengthenindividual programmes and provide greater overallimpact for the resources invested.

The draft strategy includes a new governancestructure, a new programme of support for schools,a new global teaching website, a new approach tothe International School Award, a new approach toevaluating impact and a new communicationsstrategy.

The strategy will contribute to the existing

curriculum and link with the duty on schools topromote community cohesion and the nationalframework for sustainable schools.
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Consultation document:http://www.dcsf.gov.uk/consultations/index.cfm?action=conDocument&consultationId=1706&menu=1

Deliberative Democracy and EducationPolicy Knowledge: A study of citizenship

action for equitable social development inAfrica

2009-2010

Lynette Shultz and Ali A Abdi, University ofAlberta and ANCEFA

This research project investigates how citizenshipeducation, as conceptualized by educators workingwith the African Network Coalition on Education forAll (ANCEFA), impacts local capacity to affectnational education policy. While local communitiesembrace initiatives that extend the quantity andquality of educational programming, there are greatconcerns over tensions between locally identifiedneeds and externally mandated initiatives. Thiscollaborative study will specifically focus ondocumenting the citizenship education processesthat ANCEFA members engage to build localcapacity to understand and participate in policyprocesses. It will investigate and identify thecomplexity of the social and historical context forthe development of educational policy and theprovision of high quality universal education, as well

as explaining practical ways that locally leddeliberative citizenship processes are emerging asresponses to externally initiated education andgovernance agendas.

This research aims to achieve:

An in-depth study of ANCEFA membersresponses to good governance and education forall agendas in three regions in Sub-SaharanAfrica

The documentation of ANCEFA membersdeliberative democracy and citizenshipeducation practices and their impacts;

The recommendation of ways that citizenshipeducation can be used to facilitate inclusivecitizenship responses to local issues andnational policy processes.

The following research questions form the basis ofthe study:

In what ways are ANCEFA responding tointernational discourses and policies of goodgovernance and education for all that promote a

harmonized African approach to the provision ofeducation?

How are these global discourses and policies

framing local and national understandings andapproaches to citizenship and citizenshipeducation?

How are ANCEFA and its members respondingto these policy frameworks and whatconceptualization(s) of citizenship andcitizenship education emerge from these

responses? What knowledge and knowledge systems does

ANCEFA draw on to enter into policy dialogueson issues related to educational policy andprogramming?

The study methodology will involve policy analysisthat takes into consideration a range of socialactors and policy spaces. Field work will involvedata collection methodologies founded ondeliberative democratic principles. The research willbe participatory, based on a strong commitment to

collaborative relationships and reflective practices.The project will begin by completing an extensivereview of current literature. The project will thenmap educational policy, policy actors, and therelationships ANCEFA members have within thiscontext. A discourse analysis will be done on keyinternational EFA and good governance policies toidentify convergent and divergent agendas andpolicy spaces. The research findings will inform theparticipatory deliberative dialogue process.

A deliberative dialogue process will be used to

engage them in understanding citizenship issuesand the limits and possibilities that citizenshipeducation holds for furthering education for allgoals. The participatory process of deliberation willhelp to surface common ground, points of tension,possibilities for collaborative action andprogramming. A workshop will bring ANCEFAmembers and staff together in Senegal. Threedeliberative dialogues will be held at ANCEFAsregional centres in Ghana, Kenya, and Zambia.Research data will be collected from participantscontributions during the dialogues and in a writtenquestionnaire following the dialogue.

Data analysis will take place throughout the life ofthe project and will focus on critically examining thedata gathered in the literature review, the documentanalysis, and the deliberative dialogues.

A final meeting will be held to present the findingsto ANCEFA Board of Directors and EducationMinistries in the three regions at ANCEFAs annualgeneral assembly. The recommendations will be afocus to formalize future research and teaching

collaboration. Information from the project will bealso disseminated in print and electronic formats toensure wide access to the information by civil
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society organizations in Africa and beyond, toacademics, and to policy makers. Professionalreports will be made available to communityeducators, formal system educators, andinternational Education for All policy actors.

Contact Lynette Shultz:[email protected]

PUBLICATIONS

The following section comprises recently publishedresearch articles and policy reports in the field ofdevelopment education/ global learning.

ARIES (2010) Mainstreaming Education forSustainability in Pre-service Teacher Educationin Australia. Sydney: Macquarie University.This report reports from the third stage of a projectto mainstream education for sustainability (EfS) inpre-service teacher education. It presents findingsof a pilot project which identifies enablers andconstraints to mainstreaming EfS in two regions inAustralia. Five actions enabling change wereidentified: collaboration; development of an ethos ofsustainable practice; connecting existing EfScontent; provision of experiential learning; andcreating opportunities for integrated programs. Thegreatest constraint was providing overall systemic

support for this action to happen.http://www.aries.mq.edu.au/projects/preservice3/Pre-Service_Teacher_Ed3.pdf

Birnbaum, M. & Crohn, K. (eds.) (2010) Specialissue: Challenges in Evaluation ofEnvironmental Education Programs andPolicies. Evaluation and Program Planning. Vol.33, (2), pp. 67-204.

Bourn, D., Blum, N. and Bentall, C. (2010)Learning and Skills for a Global Economy: The

response of further education college andtraining providers to the challenges ofglobalization. London: LSISThis forthcoming report is based on researchundertaken to provide examples of how furthereducation providers are responding to globalisationthrough their courses, activities and broader aims.

Bryan, A., Clarke, M., Drudy, S. et al (2009)Social Justice Education in Initial TeacherEducation: A Cross Border Perspective. Ireland:Scotens.

This report seeks to enhance knowledge of pre-service teachers attitudes towards, andunderstandings of, social justice, diversity and

international development issues, based on acollaborative research project undertaken byteacher educators at academic institutions inNorthern Ireland and in the Irish Republic. Itpresents the findings of research from a sample ofconsecutive cohorts of pre-service teachersenrolled in programmes in initial teacher education

programmes at four institutions. Its purpose was togenerate baseline data on pre-service teachersunderstandings of social justice and DE issues andto consider the implications for initial teachereducation programmes on the island of Ireland. It ishoped that the findings will be of particular interestand benefit to teacher and development educatorswho seek to equip student teachers with knowledgeand methodologies that will enable them, as well astheir own students, to reflect on how they cancontribute to a more locally and globally just future.

Caruana, V. (2009) Internationalising theCurriculum: An annotated bibliography.Commissioned by Nottingham Trent University.The annotated bibliography comprises a selectionof resources on the subject of the internationalizedcurriculum. Resources come from various parts ofthe globe. Electronic resources are grouped undereight themes.http://www.leedsmet.ac.uk/NTU_review_FINAL_150210.pdf

Caruana, V. & Lefever, R. (2009) Strategic

Dialogues on the Internationalisation of HigherEducation.http://www.leedsmet.ac.uk/world-widehorizons/index_resource_bank.htm

Clifford, V. (ed.) (2009) Special issue: UsingFormal and Informal Curricula to ImproveInteractions Between Home and InternationalStudents. Journal of Studies in InternationalEducation, 13 (2).

Cotton, N. (2009) Global Youth Work: ResearchReport. London: DEA.This report maps the range of global youth workopportunities in the UK. It looks at how youngpeople participate, some benefits and barriers todelivering good global youth work and some areasfor development.http://clients.squareeye.com/uploads/dea/documents/GYW%20Research%20Report%20May09.pdf

DEA (2010) The Impact of Global Learning onPublic Attitudes and Behaviours Towards

International Development and Sustainability.London: DEA.The Development Education Association (DEA)
mailto:[email protected]:[email protected]:[email protected]://www.aries.mq.edu.au/projects/preservice3/Pre-Service_Teacher_Ed3.pdfhttp://www.aries.mq.edu.au/projects/preservice3/Pre-Service_Teacher_Ed3.pdfhttp://www.aries.mq.edu.au/projects/preservice3/Pre-Service_Teacher_Ed3.pdfhttp://www.leedsmet.ac.uk/NTU_review_FINAL_150210.pdfhttp://www.leedsmet.ac.uk/NTU_review_FINAL_150210.pdfhttp://www.leedsmet.ac.uk/NTU_review_FINAL_150210.pdfhttp://www.leedsmet.ac.uk/world-widehorizons/index_resource_bank.htmhttp://www.leedsmet.ac.uk/world-widehorizons/index_resource_bank.htmhttp://www.leedsmet.ac.uk/world-widehorizons/index_resource_bank.htmhttp://clients.squareeye.com/uploads/dea/documents/GYW%20Research%20Report%20May09.pdfhttp://clients.squareeye.com/uploads/dea/documents/GYW%20Research%20Report%20May09.pdfhttp://clients.squareeye.com/uploads/dea/documents/GYW%20Research%20Report%20May09.pdfhttp://clients.squareeye.com/uploads/dea/documents/GYW%20Research%20Report%20May09.pdfhttp://clients.squareeye.com/uploads/dea/documents/GYW%20Research%20Report%20May09.pdfhttp://www.leedsmet.ac.uk/world-widehorizons/index_resource_bank.htmhttp://www.leedsmet.ac.uk/world-widehorizons/index_resource_bank.htmhttp://www.leedsmet.ac.uk/NTU_review_FINAL_150210.pdfhttp://www.leedsmet.ac.uk/NTU_review_FINAL_150210.pdfhttp://www.aries.mq.edu.au/projects/preservice3/Pre-Service_Teacher_Ed3.pdfhttp://www.aries.mq.edu.au/projects/preservice3/Pre-Service_Teacher_Ed3.pdfmailto:[email protected]


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commissioned Ipsos MORI to carry out research onthe impact of global learning on public attitudes andbehaviours in relation to international developmentand sustainability. Face to face data collection tookplace with over 1000 people in the UK aged 15 andover. The report argues that global learning is apowerful way of engaging people to contribute

towards international development, tackle climatechange, build responsible society and encouragecommunity cohesion.http://www.dea.org.uk/resources/item.asp?d=2076

Educasol, CIEDEL & F3E (2009) SelfAssessment for Development Education andInternational Solidarity Interventions.This report looks at assessment of developmenteducation in France. As development education(DE) develops as a field, the need for assessmentis becoming increasingly important. This guidebook

for educators working in development educationwas put together by three organizations working inDE in France.

The guidebook is based on testimonies andinterviews with DE practitioners who raised variousqueries about assessment. For example, theywanted to know how they could assess their work;what they should assess; the impact of their DEinitiatives; and how assessment might be useful.The report identifies how practitioners might carryout self assessment in DE and international

solidarity (DE and IS). Examples are provided.The guidebook is divided in 4 parts.

Part 1: Assessment in DE and IS. This partidentifies what an assessment is and can be. Ithighlights two different ways a DE interventionmight be assessed: by looking at immediate andlong-term effects. There are difficulties with lookingat long-term implications particularly in terms oftime; information needed; expense. As a result theguidebook emphasizes looking at short term effectsof DE activities.

Part 2: The main characteristics of a self-assessment approach in DE and IS. Participantmotivation is an important characteristic to succeedin self-assessment. Participants should be voluntarywhere possible. Self assessment allows participantsto choose what they want to evaluate, the specificaspects they want to focus on, the tools and themethods. Yet, self-assessment reduces objectivity.This need not be a barrier.

Part 3: The 8 steps for a self-assessment in DE andIS. This section outlines eight steps for self-

assessment in DE. These are: defining theaction/intervention; defining the objectives of theself-assessment; identifying the different roles of

participants in the self-assessment; defining thesubject of the self-assessment; identifying criteriaand indicators; selecting methods and appropriatetools for self-assessment; carrying out the self-assessment; using the self assessment to informand improve future action.

Part 4: Specification sheets.

This report is available in French and a summaryhas been translated into English by Maryline Virot.It is available via DERC.

Ferreira, J., Ryan, L., Davis, J., Cavanagh, M. &Thomas, J. (2009) Mainstreaming Sustainabilityinto Pre-service Teacher Education in Australia.NSW: ARIES.There is a growing interest in and support foreducation for sustainability in Australian schools.However, recent research indicates that pre-service

teacher education institutions and programs are notdoing all they can to prepare teachers for teachingeducation for sustainability or for working withinsustainable schools. Mainstreaming sustainability inAustralian schools will not be achieved without thepreparation of teachers for this task. This studypilots a sustainability model in order to engage arange of stakeholder organisations and key agentsof change to help mainstream sustainability. Thestudy reported on here examines whether theMainstreaming Sustainability model might beeffective as a means to mainstream sustainability in

pre-service teacher education. This model,developed in an earlier study, was piloted in theQueensland teacher education system.http://www.aries.mq.edu.au/projects/preservice2/files/Pre-Service_Teacher_Ed2.pdf

Fien, J., Maclean, R., Park, M. (eds.) (2009)Work, Learning and Sustainable Development:Opportunities and Challenges. Springer.This book provides a comprehensive overview ofthe way countries, education systems andinstitutions have responded to the call for anintegration of learning for work, citizenship andsustainability. The book introduces a wide range ofinternational initiatives around sustainabledevelopment in TVET. Case studies featureinitiatives in a wide range of world regions andcountries.

Gayford, C. (2009) Learning for sustainability:from the pupils perspective. Godalming, Surrey:WWFThis is a three-year longitudinal study of 15 schools

in the UK and how they approached learning forsustainability. The schools were identified for theirexpressed commitment to learning for sustainability.
http://www.dea.org.uk/resources/item.asp?d=2076http://www.dea.org.uk/resources/item.asp?d=2076http://www.aries.mq.edu.au/projects/preservice2/files/Pre-Service_Teacher_Ed2.pdfhttp://www.aries.mq.edu.au/projects/preservice2/files/Pre-Service_Teacher_Ed2.pdfhttp://www.aries.mq.edu.au/projects/preservice2/files/Pre-Service_Teacher_Ed2.pdfhttp://www.aries.mq.edu.au/projects/preservice2/files/Pre-Service_Teacher_Ed2.pdfhttp://www.aries.mq.edu.au/projects/preservice2/files/Pre-Service_Teacher_Ed2.pdfhttp://www.dea.org.uk/resources/item.asp?d=2076


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http://assets.wwf.or

Documents

Development Education Digest June 2010