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Supporting Change in Practice: Case Studies on the Use of the ACER-APCEIU Global Citizenship Education Monitoring Toolkit

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Supporting Change in Practice: Case Studies on the Use of the ACER-APCEIU Global Citizenship Education Monitoring Toolkit > Reports - APCEIU

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교육원 소개, 사업내용, 세계시민교육 정보 및 자료 수록

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ACER-APCEIU Global Citizenship Education Monitoring Toolkit: For teachers, schools, and system leaders

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Rachel Parker, Australian Council for Educational Research (ACER)

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At a time of escalating global unrest and insecurity, together with increasing global interdependence, interest in Global citizenship education (GCED) as a transformative pedagogy for peace, human rights, and sustainable development, has never been greater. Educators, school leaders and policy makers can play an important role in supporting young people to gain the knowledge and skills needed to engage with the global issues of our time, which are frequently described as volatile, uncertain, complex and ambiguous (Berinato, 2014). The APCEIU-ACER GCED Monitoring Toolkit was developed to assist education stakeholders to embed GCED within policy and practice in alignment with local, regional, and international frameworks. Target users of this toolkit include policy makers, education department and ministry personnel, leaders, and educators at all levels in both formal and non-formal education sectors. The Toolkit provides an actionable four-phase process for embedding, assessing, and continuously enhancing GCED. The chapters integrate key concepts from research, global policy documents and empirical research conducted by ACER and ACPEIU, to establish a comprehensive and holistic approach to GCED. The toolkit explores effective GCED including how to conceptualise and define, plan, enact and monitor implementation, and how to measure success.

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Educating for Sustainable Development in Schools and Universities

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Educating for Sustainable Development in Schools and Universities

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From the DERC team in IOE.

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Educating for Sustainable Development in Schools and Universities - FutureLearn

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Explore the global challenges facing sustainable development worldwide and how to introduce them in schools and HE institutions with this online course from UCL’s IOE.

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Focus on free courses.

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Find partner school overseas.

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Teachers and Schools can join as a member of the Global School Alliance for free.

Display a certificate and badge on the school website

Access to the free Global School Alliance platform and resources

Network with a global community of educators and Alliance schools

Start online joint projects with other classrooms around the world

Receive newsletters with free resources and content

Invitations to global education events

Be notified of the latest programmes and funding opportunities

Join Student Councils to offer students a voice and represent the school

Complete online courses for professional development

Access to the Awards & Accreditation programme

Become a globally recognised school

Strengthen the school's international links

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Teachers and Schools can join as a member of the Global School Alliance for free.

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Global Citizenship Education Otherwise Study Guide

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Global Citizenship Education Otherwise Study Guide

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The booklet was developed by the Gesturing Towards Decolonial Futures collective. It presents an overview of the work of the collective and provides activities to support educators to reflect on their practice.

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This booklet was developed with a specific audience in mind: educators working with global citizenship education in Europe. It presents an overview of the work of the collective and outlines two pedagogical experiments.

The first pedagogical experiment, "Bare Basics" is a program for self or group study consisting of a collection of resources organized around 6 thematic areas (denial of violence, denial of unsustainability, denial of entanglement, how education has helped create the problem, so what/now what?, the difficulties/impossibilities of imagining otherwise).

The second pedagogical experiment is an experiential learning program that we run by request (as a TTT or a residency). It involves mapping, imagination, body and land-based exercises. We invite you to engage with the outline of both programs, starting with our "broccoli seed agreement" on the back of the booklet.

Download the booklet here.

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This booklet was developed with a specific audience in mind: educators working with global citizenship education in Europe. It presents an overview of the work of the collective and outlines two pedagogical experiments. The first pedagogical experiment, "Bare Basics" is a program for self or group study consisting of a collection of resources organized around ...

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Global Learning London

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School Linking

"Much is spoken about linking globally and acting locally. Through linking, the complex and asymmetrical nature of global interdependence becomes evident as people from varying economic, political and social situations connect and challenge each other's understanding of the world. It is important to reflect upon the ways in which our own perspectives, experiences, political commitments, wider aims in life and social identities shape our understanding."

Archbishop Desmond Tutu

Introduction to the Toolkit for linking: opportunities and challenges

Over the last decade school linking has gained in popularity as an activity in which schools engage. Global Learning London has been involved in linking for twenty years and continues to offer guidance around school linking and global learning. This section encourages you to think carefully about mutuality, sustainability and equity within links with the global South.

Linking locally first:

One strong recommendation is that partners attempt to form a link within their own country as a first step. Links are assumed to be made with other countries, but linking across cultures within one's own country is an effective way of learning about others and the diverse nature of our own communities, challenging assumptions and helping to break down barriers.

Greater understanding and knowledge of other communities within our own countries is a positive development that can lead to greater social cohesion. Such links have the added benefit of enabling partners to experience linking within a more familiar setting where partners have access generally to common communications systems, greater understanding of the cultural, social and political context and easier travel opportunities.

Within the UK the Schools Linking Network facilitates regular contact between primary and secondary school pupils of different ethnic, cultural or religious backgrounds and usually from different geographic neighbourhoods across the district, through shared cultural activities.

Teachers receive training in personal awareness, citizenship issues and practical guidance for operating the project. They then plan for a series of meetings over a school year which will enable students to learn together and about each other. The project also works in partnership with a range of creative practitioners and sports providers to develop a sense of what the children share in the district and to encourage everyone to express this in their own way.

School Linking Network (SLN) provides advice around linking withing England.

Linking globally:

Linking internationally can provide opportunities to enhance all curriculum areas, providing the opportunity for a fulfilling and wider world experience for students and staff. Linking can motivate students encouraging them to take responsibility for their own learning, inform debate and heighten awareness of global issues.

Linking can enable students and teachers to be partners in learning, developing their skills in communication and enquiry and providing a context for them to reflect on their attitudes, gain an understanding of other perspectives and challenge stereotypical views.

Linking can provide an insight into alternative perspectives and combat prejudice, racism and xenophobia, however without careful thought and consideration it can reinforce stereotypes.

It can also lead students towards considering their own place as part of the global community.

However successful linking is a challenge in schools. There are differences in schools even within a country, but there are inevitably more differences across the world. There will be different curriculum content, teaching methods, access to resources and priorities. The academic cycle may start at a different time of year so that the natural ebb and flow of work influenced by holidays, exam times, and local activities such as harvesting need to be considered.

Linking should therefore be undertaken cautiously - different roles and responsibilities for teachers, reductions in funding and grants, and changes in the level of interest and engagement by students as they move through the school, are all part of the natural cycle of a school and impact on linking.

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“much is spoken about linking globally and acting locally. through linking

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the complex and asymmetrical nature of global interdependence becomes evid

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"Much is spoken about linking globally and acting locally. Through linking, the complex and asymmetrical nature of global interdependence becomes evident as people from varying economic, political and social situations connect and challenge each other's understanding of the world.

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British Council: online courses for teachers

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British Council: online courses for teachers

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Free online training to help you teach and lead on global learning.

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While there are currently restrictions on face-to-face meetings in the UK, many of our courses are now available via videoconference.

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Download free, ready-to-go lesson plans

Our resources are available to teachers across the world and contain flexible, global learning activities.

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Free and flexible classroom resources from Connecting Classrooms, available to download by any teacher in the world.

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If you're in a partnership with an overseas school you may eligible for funding to help you work on global learning together.

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Help your pupils understand the big issues that shape our world and equip them with the knowledge, skills and attitudes they need to make a positive contribution. Connecting Classrooms through Global Learning is a partnership between the British Council and the Foreign, Commonwealth and Development Office.

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Aim: Information and resources on international school partnerships

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Aim: Information and resources on international school partnerships

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Use the Connecting Classrooms through Global Learning Partner Finder tool to search for other schools that may be interested in collaborating.  The Partner Finder tool can be used to form partnerships with schools anywhere in the world. To connect with schools in the UK and overseas, access the Partner Finder tool here

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Aim: Frameworks and resources to support monitoring and evaluation

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Aim: Frameworks and resources to support monitoring and evaluation

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APECIU

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Overall, I would say that it was my second course to take on GCED online campus and it was very useful for me in terms of my both career and future studies. I would highly recommend the course to educators and trainers or any other people involved in the field of education.

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King, R.P., Hunt, F. & Hopkin, J. (2013)

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Global Learning Programme (GLP) Whole School Framework

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A fundamental aim of the Global Learning programme (GLP) is to encourage schools to develop a whole school approach to global learning. Best practice evidence suggests this approach will achieve the greatest global learning outcomes across the school

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Translating Theory into Practice andWalking Minefields: Lessons from theproject ‘Through Other Eyes’

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Translating Theory into Practice andWalking Minefields: Lessons from theproject ‘Through Other Eyes’

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Vanessa Andreotti & Lynn Mario de Souza

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Through Other Eyes (training programme for teachers) 

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Through Other Eyes (training programme for teachers) 

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Vanessa Andreotti & Lynn Mario de Souza

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Training tools for curriculum development: a resource pack for global citizenship education

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Training tools for curriculum development: a resource pack for global citizenship education

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UNESCO (2018)

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Aim: Various resources that provide information about different approaches to learning

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Aim: Various resources that provide information about different approaches to learning

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King, R.P., Hunt, F. & Hopkin, J. (2013)

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Global Learning Programme (GLP) Whole School Framework

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A fundamental aim of the Global Learning programme (GLP) is to encourage schools to develop a whole school approach to global learning. Best practice evidence suggests this approach will achieve the greatest global learning outcomes across the school

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Aim: Resources and materials to support whole school approaches to global education

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Aim: Resources and materials to support whole school approaches to global education

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Aim: Ideas and resources to support pupil-led approaches 

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Aim: Ideas and resources to support pupil-led approaches 

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Mantle of the Expert | A dramatic-inquiry approach to teaching and learning

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Mantle of the Expert is an education approach that uses imaginary contexts to generate purposeful and engaging activities for learning.

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CDEC (2018)

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Pearson

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The International Mindedness Journey: School Practices for Developing and Assessing

International Mindedness Across the IB Continuum
Barratt Hacking, E., Blackmore, C.,

Bullock, K., Bunnell, T., Donnelly, M. & Martin, S. (2016)

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Developing a Global Citizenship Education Programme for Three to Six Year Olds

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Developing a Global Citizenship Education Programme for Three to Six Year Olds

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Oberman, R., Waldron, F. & Dillon, S. (2012)

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Children's global thinking: Research Investigating the Engagement of Seven-to Nine-Year-Old Children With Critical Literacy and Global Citizenship Education

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Children's global thinking: Research Investigating the Engagement of Seven-to Nine-Year-Old Children With Critical Literacy and Global Citizenship Education

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Oberman, R., O’Shea, F., Hickey, B. & Joyce, C. (2014)

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Using the lesson plan template, we have developed an example lesson plan.

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Template lesson plan which might help plan lessons. Can be adjusted to suit your circumstances.

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Learning to read the world through other eyes

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Learning to read the world through other eyes

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Andreotti, V & de Souza, L M.
A study programme focusing on engagements with indigenous perceptions of global issues. It provides educators with a set of tools to reflect on their own knowledge systems and engage with other knowledge systems in different ways, in their own learning or in their classrooms. It is a cross-cultural activity that asks educators to examine the origins of their own perceptions and cultural logics (their values and assumptions), to develop self-reflexivity, to re-evaluate their own positions in the global context and to learn from other local ways of knowing and seeing.

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Global How? Facilitating global learning

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Global How? Facilitating global learning

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See: p. 46.

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Youth for understanding

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Aim: Ideas and resources to critically self-reflect about your identity and you relate to the world around you

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Aim: Ideas and resources to critically self-reflect about your identity and you relate to the world around you

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Pedagogy for Global Perspectives in Education:Studies of Teachers' Thinking and Practice

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Pedagogy for Global Perspectives in Education:Studies of Teachers' Thinking and Practice

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Merry M. Merryfield

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Preparing Teachers for Global Citizenship Education: A Template

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Preparing Teachers for Global Citizenship Education: A Template

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UNESCO (2018)

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Training tools for curriculum development: a resource pack for global citizenship education

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Training tools for curriculum development: a resource pack for global citizenship education

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UNESCO (2018)

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A review of education for sustainable development and global citizenship education in teacher education 

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A review of education for sustainable development and global citizenship education in teacher education 

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Bourn, D., Hunt, F. & Bamber, P. (2017)

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Global How? A competency model for training global learning facilitators

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Global How? A competency model for training global learning facilitators

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Büker, G. & Schell-Straub, S.

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Global how? - Linking practice to theory: A competency model for training global learning facilitators

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Global learning facilitators from civil society organizations (CSOs) design and enrich educational processes in formal and non-formal educational settings. They need to be empowered through adequate training opportunities in global learning (GL) contexts.

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Global How? Facilitating global learning

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Global How? Facilitating global learning

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Teachers' Manual

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Aim: Resources to support teacher training, including in-service and pre-service training in global education

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Aim: Resources to support teacher training, including in-service and pre-service training in global education

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How can the Philosopher's Backpack enrich critical global thinking

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How can the Philosopher's Backpack enrich critical global thinking

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Jane Yates (2018)

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Simpson, J. (2018)

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Supporting whole school approaches to global learning

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Supporting whole school approaches to global learning

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Hunt, F. & King, R.

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Education for Global Citizenship: A guide for schools

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Education for Global Citizenship: A guide for schools

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Oxfam (2015)

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Aimed at teachers in all subjects, and across all age groups, our global citizenship guides introduce the key elements of Oxfam's Curriculum for Global Citizenship, as well as providing case studies outlining best practice in the classroom, activities that can be adapted for use in many curriculum areas, and resources for further reading.

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Aim: Materials to help plan across curriculum, including age-appropriate suggestions and subject materials

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Aim: Materials to help plan across curriculum, including age-appropriate suggestions and subject materials

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Bourn, D. & Hunt, F. (2011)

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Childhood development stages and learning on global issues

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Childhood development stages and learning on global issues

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Bourn, D., Hunt, F. & Ahmed, H. (2017)

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Search resources by age

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Global Dimension: the world in your classroom

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Aim: Information on pupils age and what global education might be appropriate at different ages 

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Aim: Information on pupils age and what global education might be appropriate at different ages 

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Global citizens for sustainable development: A guide for students

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Global citizens for sustainable development: A guide for students

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UNESCO

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Andreotti, V., Ramirez Barker, L. & K. Newell-Jones.
OSDE offers educators a set of principles and procedures for the creation of ‘safe spaces of enquiry’ that supports ways for learners to engage with complex global issues.  It supports the creation of open safe spaces for dialogue and enquiry, where how learners relate to each other is as important as what they learn.

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The Global Dimension: A practical handbook for teacher educators

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The Global Dimension: A practical handbook for teacher educators

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McGough, H. & Hunt, F.

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Teaching for sustainable development through ethical global issues pedagogy: A resource for secondary teachers

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Teaching for sustainable development through ethical global issues pedagogy: A resource for secondary teachers

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Karen Pashby and Louise Sund

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Aim: Various resources that provide information about different approaches to teaching

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Aim: Various resources that provide information about different approaches to teaching

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Includes:
Ethical global issues pedagogy
International mindedness
Philosophy for Global Learning
Participatory pedagogy