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Melanie NiDhuinn, 2021

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Ubuntu Assembly 2021: Introducing the Ceim Standards with a focus on GCE (Melanie NiDhuinn)

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UNESCO, 2017

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Global Education in Europe - concepts, definitions and aims

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Global Education in Europe - concepts, definitions and aims

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GENE (Global Education Network or Europe), 2018

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UNESCO, 2015

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Council of Europe - Competences for Democratic Culture (CDC)

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Council of Europe - Competences for Democratic Culture (CDC)

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Council of Europe, 2018

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The Ubuntu Assembly on GCE and Ceim, 2021

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UNESCO, 2017

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Learning for the Future - Competences in ESD

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Learning for the Future - Competences in ESD

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UNECE, 2012

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CDC - Descriptors of Competences, Volume 2

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CDC - Descriptors of Competences, Volume 2

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Council of Europe, 2018

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Teaching for Sustainable Dev through ethical global issues pedagogy

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Teaching for Sustainable Dev through ethical global issues pedagogy

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Manchester Met University

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Critical Literacy in Global Citizenship Education

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Critical Literacy in Global Citizenship Education

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Open Spaces for Dialogue & Enquiry

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Global Citizenship Education (GCE) for Unknown Futures-Mapping Past and Current Experiments and Debates

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Global Citizenship Education (GCE) for Unknown Futures-Mapping Past and Current Experiments and Debates

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Bridge 47, 2019

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Measuring GCE - a collection of practices and tools

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Measuring GCE - a collection of practices and tools

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Centre for Universal Ed. at Brookings, 2017

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UNESCO, 2020

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Andreotti, 2017

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OECD, 2019

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Chloe Blackmore, 2016

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GCE in the Classroom: A Guide for Teachers

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GCE in the Classroom: A Guide for Teachers

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Oxfam, 2015

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Council of Europe, 2018

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World Wide Global Schools, 2020

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2017

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2016

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Council of Europe

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Group 2 Task 1: Establish the parameters of the group:

What should be included in the guidelines?

Framing and conceptualising GCE in  HR and democratic framework

Global dimension and the HR and democratic dimension - global and political. In Ireland perhaps we are good at the sociological

Is the term “Introduction” patronising for those who are expert in this area? It is important to recognize the expertise Introduction suggests that this is something new and we are going to tell you how to start but some maybe further ahead than others

Perhaps the doc should name what has already been done and there is an opportunity to cross cut - items that have been traditionally in

Is there a need for mapping out what is happening across the institutions and what isn't happening? Identify areas that haven’t been developed so well?

It would be completely different to write for students v teacher educators

SO: Need to be mindful of how packed ITE programmes are - we have the opportunity to to name GCE on the programme. It needs to be seen as a foundational subject and not just as a cross curricular theme.There is a affective side and a behavioural component so there needs to be a balance between “how to” and seeing it as a foundational subject like sociology and psych - so if there is a curriculum piece that there is the content (global and local) and that there is an acting/behavioural piece in terms of assessment.

Aoife: some of the modules fall under this umbrella and Ubuntu allows for cross-modular work on these key principles. Ceim allows for this to upfront and central across the programme.

How will the document guide institutions? If you are an ITE student in september how will they encounter this module?

Therefore the audience is key. Students vs Teacher educators are very different

There is an opportunity for every module leader to embed a LO and assessment that speaks to some of these elements of GCE. This is happening in little pockets of individual modules but there is a shift now to make it a requirement.

MH We need to have a link in all the modules. Some of the concepts are core theoretical concepts. The global dimension is not as strong as others. Review the different modules that are taught and give suggestions of how GCE focus could be brought into these. Could we give them a list of concepts and see how they can be incorporated? LOs and assessment tools could be identified to assess the three dimensions.

SO: Ultimately it's about the identity of teachers and how they commit to the concepts and it's not seen as just another task? Compare to how inclusion is valued in the classroom and assessed during school practice. Will this get tagged onto inclusion?

From a teacher perspective, literacy, numeracy, technology and inclusion. How does GCE find its identity?

Aoife: I see a separation between inclusion and GCE and diversity. Inclusion has been interpreted as ability. There is societal aspect to inclusion and ability but the diversity element is not reflected in current inclusion principles and definitions.