International Journal of Development Education and Global Learning, Dec 31, 2022
This article has been peer-reviewed through the journal's standard double-anonymous peer-review p... more This article has been peer-reviewed through the journal's standard double-anonymous peer-review process, where both the reviewers and authors are anonymised during review.
Alignment of curriculum, pedagogy and assessment: • pedagogy aligned with curriculum intent and d... more Alignment of curriculum, pedagogy and assessment: • pedagogy aligned with curriculum intent and demands of the learning area/subject, general capabilities and cross-curriculum priorities • assessment, with explicit criteria and standards, planned up front and aligned with teaching • lesson design and delivery, including monitoring and data collection practices, consistent across the school and learning area • moderation practices to support consistency of teacher judgment about assessment data
Young people’s interest in development issues has been the focus of numerous studies but there ha... more Young people’s interest in development issues has been the focus of numerous studies but there has been little research that looks at the impact of learning of a specific educational course. This research paper looks at the impact of studying A-level World Development on young people in England and Wales. It summarises the outcomes of research by Bowes in 2011 and a further survey in 2012 with students who have completed the course. This study looks specifically at the relevance, effectiveness and impact of the course on students. The evidence suggests that the A-level is popular and seen as relevant to young people’s lives and views about the world. Both teachers and students state that the themes discussed are up-to-date and accessible to study. In terms of effectiveness of the course overall, there is evidence of understanding of the key issues in development, although the priorities given to particular themes varied from school and college. Programmes and projects on learning ab...
Education has been one of the areas where there has been most engagement with the theme of global... more Education has been one of the areas where there has been most engagement with the theme of global skills. Many of the definitions of the term and that of 21st Century Skills are focused primarily on influencing the school system. Bourn reviews the general debates on skills to be a teacher. He then identifies the specific features of development and global education that are particularly relevant for skills development of teachers. Initiatives are reviewed within the initial training and continuing professional development of teachers in North America, Europe and Australia. Finally, the chapter looks specifically at examples of projects and initiatives that have are focused on the global skills development of teachers including Oxfam and the Global Learning Programme in the UK and World Savvy and Asia Society in United States.
This rapid review provides an overview of the UK development education landscape with a focus on ... more This rapid review provides an overview of the UK development education landscape with a focus on what else apart from the British Council's Connecting Classrooms Programme is going on to build partnerships between schools in the UK and schools overseas? How many children/schools are part of something like this? These questions are related to a second query covered in a separate helpdesk report that examines childhood development stages; specifically, when is the best time to influence children's and young people's thinking on global issues? These helpdesk reports are designed to help inform a business case and guide DFID's thinking for a new approach to delivering development education in the UK when the current phases of Connecting Classrooms and the Global Learning Programme (GLP) ends. This review was jointly conducted by researchers from Education Development Trust in collaboration with a team from Development Education Research Centre (DERC) at the University College London (UCL). DERC has been responsible for most of the research on international partnerships in the UK and has provided access to a range of studies to work in collaboration with the researchers at Education Development Trust to produce this paper. Both organisations reviewed the available literature and jointly undertook the writing of this report. Education Development Trust also contacted several academics and practitioners involved in global learning to ask for any evidence they were able to provide.
Introduction 4 2 Historical Influences 7 3 School Linking and Global Learning: Meaning of Terms 9... more Introduction 4 2 Historical Influences 7 3 School Linking and Global Learning: Meaning of Terms 9 4 Evidence to Date 12 5 Methodology 15 6 Evolution of the Links 17 7 Current Landscape of Activity 19 8 The Link as a Stimulus for Broader Learning on Global and Development Themes 20 9 Learning from the Link 22 10 Perceptions of the Link from Parents 25 11 Impact of the Link on Pupils' Understanding of Global and Development Issues 26 12 Charity, Equity and Social Justice 29 13 Engagement with Global Learning 32 14 The School Journeys 34 15 Conclusion and Recommendations 36 References 38 Appendix 42
First of all, this article gives an inventory control of employment with global learning resp. po... more First of all, this article gives an inventory control of employment with global learning resp. political development education in a scientific context with the result that there do exist English-speaking scientists that deal with the pedagogical mainstream debates. Proceeding from that the objective target and the research agenda of the Research Centre on Development Education (London-University, Institute of Education) are formed. (DIPF/Orig.)
International Journal of Development Education and Global Learning, Dec 31, 2022
This article has been peer-reviewed through the journal's standard double-anonymous peer-review p... more This article has been peer-reviewed through the journal's standard double-anonymous peer-review process, where both the reviewers and authors are anonymised during review.
Alignment of curriculum, pedagogy and assessment: • pedagogy aligned with curriculum intent and d... more Alignment of curriculum, pedagogy and assessment: • pedagogy aligned with curriculum intent and demands of the learning area/subject, general capabilities and cross-curriculum priorities • assessment, with explicit criteria and standards, planned up front and aligned with teaching • lesson design and delivery, including monitoring and data collection practices, consistent across the school and learning area • moderation practices to support consistency of teacher judgment about assessment data
Young people’s interest in development issues has been the focus of numerous studies but there ha... more Young people’s interest in development issues has been the focus of numerous studies but there has been little research that looks at the impact of learning of a specific educational course. This research paper looks at the impact of studying A-level World Development on young people in England and Wales. It summarises the outcomes of research by Bowes in 2011 and a further survey in 2012 with students who have completed the course. This study looks specifically at the relevance, effectiveness and impact of the course on students. The evidence suggests that the A-level is popular and seen as relevant to young people’s lives and views about the world. Both teachers and students state that the themes discussed are up-to-date and accessible to study. In terms of effectiveness of the course overall, there is evidence of understanding of the key issues in development, although the priorities given to particular themes varied from school and college. Programmes and projects on learning ab...
Education has been one of the areas where there has been most engagement with the theme of global... more Education has been one of the areas where there has been most engagement with the theme of global skills. Many of the definitions of the term and that of 21st Century Skills are focused primarily on influencing the school system. Bourn reviews the general debates on skills to be a teacher. He then identifies the specific features of development and global education that are particularly relevant for skills development of teachers. Initiatives are reviewed within the initial training and continuing professional development of teachers in North America, Europe and Australia. Finally, the chapter looks specifically at examples of projects and initiatives that have are focused on the global skills development of teachers including Oxfam and the Global Learning Programme in the UK and World Savvy and Asia Society in United States.
This rapid review provides an overview of the UK development education landscape with a focus on ... more This rapid review provides an overview of the UK development education landscape with a focus on what else apart from the British Council's Connecting Classrooms Programme is going on to build partnerships between schools in the UK and schools overseas? How many children/schools are part of something like this? These questions are related to a second query covered in a separate helpdesk report that examines childhood development stages; specifically, when is the best time to influence children's and young people's thinking on global issues? These helpdesk reports are designed to help inform a business case and guide DFID's thinking for a new approach to delivering development education in the UK when the current phases of Connecting Classrooms and the Global Learning Programme (GLP) ends. This review was jointly conducted by researchers from Education Development Trust in collaboration with a team from Development Education Research Centre (DERC) at the University College London (UCL). DERC has been responsible for most of the research on international partnerships in the UK and has provided access to a range of studies to work in collaboration with the researchers at Education Development Trust to produce this paper. Both organisations reviewed the available literature and jointly undertook the writing of this report. Education Development Trust also contacted several academics and practitioners involved in global learning to ask for any evidence they were able to provide.
Introduction 4 2 Historical Influences 7 3 School Linking and Global Learning: Meaning of Terms 9... more Introduction 4 2 Historical Influences 7 3 School Linking and Global Learning: Meaning of Terms 9 4 Evidence to Date 12 5 Methodology 15 6 Evolution of the Links 17 7 Current Landscape of Activity 19 8 The Link as a Stimulus for Broader Learning on Global and Development Themes 20 9 Learning from the Link 22 10 Perceptions of the Link from Parents 25 11 Impact of the Link on Pupils' Understanding of Global and Development Issues 26 12 Charity, Equity and Social Justice 29 13 Engagement with Global Learning 32 14 The School Journeys 34 15 Conclusion and Recommendations 36 References 38 Appendix 42
First of all, this article gives an inventory control of employment with global learning resp. po... more First of all, this article gives an inventory control of employment with global learning resp. political development education in a scientific context with the result that there do exist English-speaking scientists that deal with the pedagogical mainstream debates. Proceeding from that the objective target and the research agenda of the Research Centre on Development Education (London-University, Institute of Education) are formed. (DIPF/Orig.)
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