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Present
Despite
a regional train strike, 56 participants from across the region
were able to attend the event.
Organised
by
Adam
Ranson & Phil Grayston (Leeds DEC); Margot Brown & Chrissie
Dell (Centre for Global Education, York); Rob Unwin (South Yorks
DEC); Sarah Fishwick (Ripon Diocese DEP); Judy Rodgers (Craven
DEC); Ann Mimmack & Sylvia Usher (Hull DEC)
Programme
for the event
2.00
Welcome and Introductions
Aims
of the Forum
2.10
Guest Speakers
Cllr
Michael McGowan: former MEP and President of the Development
Committee of the
European Parliament
Frances
Burns: Department for International Development
2.30
Overview of the Regional Strategy & Local Forums
Update
on the Research Strategy
2.45
Priorities for delivering 'The Global Dimension in Education'
in the Region - Activity
3.20
Workshops on issues for the strategy
4.10
Plenary
4.30
Close
Report
of the event
Participants
were welcomed to the event by Adam Ranson, the Regional Strategy
Coordinator, who read out a letter of apology from Under Secretary
of State, the Right Hon Hilary Benn MP, who was unable to be
present due to an unexpected debate in the House of Commons on
Fair Trade.
The Coordinator then reminded participants of the long-term goals of
the strategy (see attached Presentation) and the aims of the forum, before
welcoming guest speaker, Councillor and former MEP Mike McGowan. Councillor
McGowan drew on his experience as Euro MP, President of the European
Parliament's Development Committee and founder member of the North -
South Centre (Lisbon) to give an address which focused on the importance
the multicultural nature of the area, its strong links with the wider
world and the particular relevance of the global dimension for the region.
He was also able to give a national and international perspective to
the event.
Councillor
McGowan's speech was followed by an address by Frances Burns,
the Deputy Director of the Department for International Development's
Information Department.
Her speech outlined DFID's involvement in the strategy and the department's
expectations for the Global Dimension in the Yorkshire and Humber region
in the context of the national initiative.
After
the address, a number of participants raised questions with Ms
Burns about Dfid policy for the Global Dimension in Education.
These included questions about whose global perspective we were
focusing on and whether Southern perspectives were adequately
represented.
The
question and answer session lasted some 20 minutes and replaced
the plenary session originally scheduled for the closing session
of the forum with the minister.
Following
this, a presentation of the findings from the series of Local
Forums, which had been held around the region in the autumn,
was given by the Regional Coordinator (see attached Presentation).
Research
Consultant , Bob Hirst, then spoke briefly to outline the progress
of the Research Programme which is currently being undertaken
in order to
- Develop
an understanding of what is meant by " A young person's
entitlement to an education that will prepare them to take
part in an increasingly global society"
- Determine
existing services that enable this entitlement, and thus the
gaps that exist
- Map
the extent and quality of current delivery of a global dimension
in schools
This
research had been identified at the outset, as a key element
in enabling the Steering Group formed from the Regional Forum,
to develop a set of action plans for the future.
Prioritisation
Activity
At
this point participants were asked to work in groups to decide
on a number of priorities for the region. Each group was asked
to prioritise a set of statements about means of delivery of
the global dimension in education in the region.
The
groups then collected their group responses on a central display.
"Access
to services"
"Establishment of a regional association"
And
"Curriculum development"
were
the three most prioritised areas.
Workshops
In
the next session participants again broke into groups to consider
a number of questions central to the process.
1)
Geographical Spread
This
was a small workshop, and interestingly attended only by those
involved in work in rural North Yorkshire - it may be that this
is indicative of a feeling in North Yorkshire that there is a
great need but a lack of resources available.
Discussion
centred around ideas for how all schools, even the most remote
could have access to resources (both people, training, and educational
materials). We discussed the possibility of developing a virtual
resource (web site), and also of having a mobile resource (eg
mobile library etc) although this held more funding implications.
These may both tie in with the necessity for doing more promotion
- of teachers needing to know that the resources were there at
all. We were also very aware that there is no replacement for
personal contacts with a development education worker who can
build a relationship with a school.
We
also discussed the usefulness of rural / urban school linking
and of North / South linking particularly for North Yorkshire
as a predominantly white rural area.
2)
Funding
It
was considered vital that funding should be by Central Government
and that a change of emphasis was needed by the Government. It
was noted that this whole initiative was being supported by the
Department for International Development - not by the DfES. The
need for extra money for INSET was seen as a priority, both for
serving teachers and trainee teachers. It was also agreed that
extra money would be needed to fund projects for schools.
3)
Prioritising subject areas of curriculum
First
of all the problem of where to focus attention on the Global
Dimension was discussed - should we spread thinly throughout
the curriculum or should we focus on specific subject areas in
a more thorough way ? The feeling was that the Global Dimension
was there to be teased out throughout the curriculum and that
every opportunity for 'teasing out' should be taken.
It
was also felt that school management structures should be 'won
over' and actively involved. Without the backing of senior management
there would be serious credibility problems.
There
need to be curriculum changes at strategic levels.
It
is important not to rely solely on the expertise of individual
teachers - we need a system of pooled resources and regular exchanges
of ideas and initiatives which have been successful.
It
is necessary to come to an agreement as to which values we wish
to promote - how do you fit this into curriculum development
?
It
was felt necessary to find existing growth points within 3 years,
and that successful schools should become leaders of development.
There
should be a PSHCE scheme developed for children and adults in
a group of schools.
We
could focus on different institutions - it is important to recognise
the potential contributions from people/institutions other than
schools.
It
would be a good idea to have pilot schools at different key stages.
The
teaching of the Global Dimension should be more of an ethos rather
than a 'subject' and this ethos should permeate the whole school
experience (not just in the classroom). This should empower teachers
to deal better with controversy and conflict.
Teacher
training is therefore absolutely vital.
We
should look at good practice in schools and identify gaps. Models
should be selected across a region.
4)
Milestones, time lines - dreaming towards 'entitlement reached'
Looking
at the results of the previous diamond ranking activity this
group decided to focus its energies on a possible pilot curriculum
development project. The starting point for this group was the
belief,
expressed by a headteacher present that one should never underestimate
the problem solving abilities of a group of teachers.
The
idea would be to establish 2-5 groups of teachers, with 3-4 members
in each group, representing primary special and secondary education.
The
groups would audit their school curriculum for a global dimension. It
was
felt that they would find that 70-80% of the elements of a global
dimension would be covered anyway.
The
groups should include teachers from schools with different cachements:
- sparsely populated areas
- white urban areas
- multi-ethnic areas
Part
of the brief should be for the teachers to design activities
that
can be used anywhere in the UK to ensure entitlement to a global
dimension.
Conferences
should be used to promote the work of the group.
A possible
timeline was sketched out.
One
idea was that a global schools award should be established based
on
the work of this project, and that successful schools should be presented
with a giant globe that rotates in real time so that a flood light
on
it
would show which areas of the world are in daylight at anyone time.
Other
thoughts from the group: The regional steering group should have
a
budget to pay for supply cover for the attendance of teachers as their
views are of central importance.
Consider targeting KS3 pupils and making use of ASDAN for accreditation.
5.
Representation on the Regional Steering committee
This
workshop was attended by 8 participants.
The
group reaffirmed the need for such a committee and made the following
recommendations:
* In
the first instance, seek to set up an interim Committee (IC).
Do not be too concerned about the balance of its membership -
go with those who are prepared to attend and put in the time.
Don't make IC too large (about 6 - 10).
* Should
try to ensure membership of IC includes formal sector people
as well as vol sector.
* In
the longer term, should the Committee need to be more formalised
in order to become a legal entity to receive funds, then let
the IC itself decide its constitutional status and membership.
* IC
and later Cttee can always invite specific people to attend meetings
or to otherwise help with specific issues or tasks.
* Important
that the Cttee relates closely to the work and plans of existing,
similar initiatives - in particular the ESD structures already
in place
Additional observations of the Research consultant:
Perhaps
you could set up a large general Cttee which meets infrequently,
with a much smaller Exec Cttee which meets more frequently?
Can
one of the DECs continue to receive funds on behalf of the region
until the region has time to settle down and form an appropriate
legal status? This would remove the sense of having to move too
quickly (although may not be liked by Leeds DEC!)? The IC would
take on decision making, but the DEC would still have legal responsibility.
6) Early years, different key stages, special needs
First
of all it was agreed that the foundation stage is absolutely
crucial.
It
would be good to work in partnership with different key stages.
There
must be a school ethos, policies and a mission statement, and
there should be parental involvement and also children's involvement.
There
should be statutory guidance at all key stages including the
foundation stage and special needs.
There
should be a spiral curriculum rather than a linear approach.
After
the workshops, participants reassembled in the main room for
closing words from Mike McGowan, who thanked them for coming
and wished them a safe journey home.
Evaluation
Participants
were asked to fill in an evaluation and also to indicate whether
they had an interest in serving on a Steering Committee to take
the process forward. The evaluations were overwhelmingly very
positive about the achievements of the afternoon, about the establishment
of a regional network and the organisation of a regional forum
next year.
Many forms were returned with comments like:
" "Very
well organised"
" "Build the culture, start the dream"
" "Very well organised, thought provoking session"
" "I enjoyed the forum and left feeling very enthusiastic"
Approximately
30 participants expressed an interest in joining the committee,
which was scheduled to meet on the 20th February.
Adam
Ranson
Leeds DEC
19
February 2002
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