Yorkshire and Humber Regional
Development Education Strategy Consultation

Report from South Yorkshire Local Forums
Sheffield Wednesday 17th October and Saturday 20th October 2001

Participants:
26 attended on 17/10/01; 19 on 20/10/01; 4 apologies; 3 others could not attend but wish to be kept informed. Participants included an HMI, three Advisers, one Head, one Deputy Head, ten teachers, two ITE lecturers, two EAZ staff, one LA21 Coordinator, one Governor Trainer, one Parent Governor, four environmental educators, one subject association staff member
(Geog.Assoc), three people from north-south linking organisations, six people from development NGOs, two adult educators, one community psychologist and nine people from DECs (including the organisers and four observers from Hull and Leeds DEC).

Organised by:
Rob Unwin and Sheila Harding with the assistance of Jenny Emmett (Wednesday) and Di Durie (Saturday) Development Education Centre (South Yorkshire).

The Programme

This was very similar for the two days except that on Saturday there was a formal slot for an input from HMI, Daryl Agnew.

After registration, coffee and a welcoming/house keeping introduction participants were invited to introduce themselves and to say one reason why they had come to the event.

Some of the reasons for participants attendance/expectations were to explore/find out more about:

Incorporating global issues into my work / Global perspectives (x3); reclaiming the curriculum!; ways of extending school North-South linking to the whole curriculum and funding it (x2); raising awareness for/working with Governors and parents (x2); promoting citizenship and education for sustainable development; Healthy Schools, Citizenship and PSHE (x2), contribution of RE; Circle Time, handling difficult questions, networking; links to Growing Up Skills9; relevance to development of new 4yr undergraduate teacher education course; ways of reaching/inspiring young teachers; how to use VSO and aid agency experience; local aid agency perspectives; how the UNA could fit in with this work; how respecting the environment is relevant to the new curriculum; ways forward with children from all white, socially disadvantaged backgrounds; how to counter violence in childrens lives; issues around asylum seekers and cultural diversity.

There was then an input outlining the background to the current initiative to support a global dimension in education: some history of development education and world studies, the DfID 1997 White Paper and definitions of what a global dimension might mean and the aims of the consultation process and the forums.

On the Saturday this was followed by a talk from HMI, Daryl Agnew, speaking in a personal capacity. Daryl spoke about her background, including involvement in World Studies in
Sheffield and how this initiative had fallen by the wayside with the introduction of the National Curriculum. She spoke of her hope that the introduction of citizenship in its broadest sense, including education for sustainable development would provide new opportunities for bringing a global dimension into education. She talked about the growing emphasis on partnership working: LEAs, NGOs, the voluntary and public sector and the importance of making work more accessible to teachers. She advocated the creation of DfES approved websites as one way forward. She talked about the potential opportunities afforded by Objective 1 in South Yorkshire because education is essential to regeneration. By a similar token, she said, neighbourhood renewal funding might be worth exploring, perhaps to work with pyramids of schools. She spoke about the stronger government commitment to social inclusion and how this was part of the Education Action Zone agenda.

She suggested that whatever is successful in an EAZ might then be replicated more widely across a whole area. There is also an expectation that LEAs should be committed to social inclusion as part of their Education Development Plans and that there might be opportunities to contribute or influence such strategic planning within each LEA. However Daryl also pointed out that it is now much harder for LEAs to influence how schools operate due to their increased autonomy.

The first main activity aimed to engage people in thinking about the importance of the global dimension in education.

A cartoon, which related to an article by Tim Shaw that appeared in the Times Higher Education Supplement of 5th October 2001, was placed in the centre of an A3 sheet of paper. Participants working in small groups were invited to discuss their reactions to the cartoon (which shows the World Trade Centre twin towers replaced by new towers representing global education and global communication). They were then asked to write down the possible implications for schools, writing ideas down on post-its (one idea per post-it), and then to stick up the post-its on a large sheet of paper (3ft x 9ft) on the wall. Finally they were invited to try and cluster the post-its into related themes. (Time meant that this last part was less possible on the Saturday).

Many of the issues on the post-its were expanded on in the groups discussions. Some specific ideas noted that do not appear in the same way elsewhere were: The importance of bringing complex issues down to a human level (e.g. cocoa growing and chocolate); Understanding trade links by researching our consumer products backwards to their source; in maths, investigating how money flows around the world and who controls it; the need in teaching training to allow space for teachers to reflect on their personal responses to issues; the importance of listening to and learning from young people; the important role of history in helping to understand why the world is the way it is now.

A short OHP presentation by Rob was then given about Enabling Effective Support and the regional consultation process.

Rob emphasised some of the following points which were taken from various reports and discussions relating to EES:

DECs may be key stakeholders in ESS but it is not so much about pushing DE as finding shared agendas. The Global dimension is a teachers problem to respond to, a core educational issue/legitimate educational initiative in context of school improvement plan/School Development Plan. There is a need for action to be taken to enable schools to play their part. Dfid White Paper has targets, perhaps getting a global dimension into education needs targets. Local scale work is most important. Local context for global issue is driver. We may not call it Global Dimension but it maybe be identified as a range essential skills, understandings etc that overlap with many other areas of curriculum and initiatives. Curriculum development projects to respond to gaps could be seen as a means of building capacity for groups of teachers (e.g. TIDE teacher groups) to engage teachers creativity. Unlock experiences of young teachers, give teachers energy, empower teachers/students to determine the agenda. We should build on whats gone before - past examples of successful work. (e.g World Studies) There is a need to include a wide range of potential stakeholders. There should be a national forum for sharing experiences from different regions. The regional level is an interface between the national and the local. Research is needed to establish baseline and find gaps. There is a need to set objectives and targets and ways of measuring them.

Participants were then asked to choose groups they would like to work in for the next part of the session, based on the clusters identified in the previous activity. The issues identified to work on at both the forums were training, resources and curriculum. On the Wednesday a group also looked at values and ethos. Each discussion group was asked to prepare a poster with answers to the questions 1. What is happening already/ 2. What might entitlement mean in this area and 3. What needs to happen to bring about such entitlement?

Group Subject: Training

1. What's happening already

• WEA: Adult Ed tutor training and global perspective. Developing access to Cert Ed with global perspective.
• Healthy School Initiative (SE) EAZ. - Link - LEA training programme - Global Dimension (offered - no takers sec/pri).
• Governors training: Inclusion and citizenship.

It should be the responsibility of the government to develop an ethos about bullying etc. in schools.

2. Limitations

• Possibly not a priority
  
• Lack of teachers/resources.
• Emotional literacy conflict - using drama methods in light of the current crisis - looking at the global conflict and how it relates to children in their own community.
• Delivering emotional literacy: EAZ extend to address diversity/conflict/global in light of September 11th. Training methods - participatory for children.
• Teachers need to learn themselves before they can teach the children in their classes. Need designed training for teachers. In the 1970s the training was concerning the teachers involved in the issues then, at that stage. If teachers know where issues coming from then they can do it.

3. Entitlement.

Teachers to have opportunity for experiential learning first before expecting them to deliver global perspective to children.

There is global education in art and music - lots of it. But what about other subjects? R.E? Literacy hour? In Maths could calculate transfer of capital. How cash flows, not just in western culture, which is applied as if superior. It should be shown globally - there is a need to break down barriers and transcend boundaries.

Delivery to include creative arts and curricula - whole school concern e.g. International currency transactions and economics in Maths.

Eco footprints used within maths - how much land to fund projects? North, South and East West - get an international aspect. The richest country is bombing the poorest country and there's nothing to bomb. (Whole school concern encouraged.) Rich countries philosophise but do they help poor countries?

Ecological footprints in geography.

History - teaching just the history of Britain is not enough, it's a smaller world these days and has to be related globally. Addressing such questions as what is the difference between a freedom fighter and a terrorist?

At one time racial harassment consisted of paki-bashers' only - now Muslims are the new pakistanis.

Should everyone challenge racist remarks and not just the target group?

Schools should have a policy - not just about racial awareness - but about culture also. Children should be informed why there is a North/South divide etc. Children repeat things parents say too and things which are acceptable in their environment.

Are there enough multicultural teachers to go around in schools? Fundamental changes only come from decisions made by children taught on a multicultural basis.

One question to be addressed is what drives people to extreme politics? Any culture under attack will protect itself.

For what? Understanding and tolerance in histories, racism awareness, inequalities in world, cultural partialism.

What is Islam's contribution to world security and politics?

We cannot tear up the History curriculum or Geography curriculum and start again so we have to tinker with what is in the present curriculum.

Why has the West got all the resources and will it change? Children need to be taught this.

Self preservation - children knowledge and motivation to question and to take action for sustainability. Education for inclusive global society.

What is possible and what needs to be done by the LEAs?

In the staff rooms everyone recognises that changes are needed but unless the changes come from the top the already overstretched teachers will find it difficult to initiate them. Parents will always see the priorities as reading and writing etc.

Resources Group (Wednesday)

What is happening now? - Examples of good practice in the region:

• Human resources - enrichment of curriculum through visitors (e.g 'Southern
  Artists')
• School/community links (e.g North-South Linking)
• Specific Projects
  e.g Swinton School had visiting children from 12 different countries for the
  millennium celebration.

But these are difficult to sustain, fund (through devolved budgets), justify in terms of GCSE/SATs/Achievement.

Where we want to be/what might entitlement mean?

• Higher status of global and local citizenship.
• Global perspectives recognised as mainstream.
• Properly funded
• Acknowledged as good practice

How do we get there?

Centralised information, communication/sharing of support resources, good practice etc. (e.g through a regularly updated database)
Need to embed human resources/visitors within the curriculum ensuring that there is support for follow-up.
Person with regional responsibility within LEAs/
Easier access to funding (e.g from Central Bureau)
Model schemes of work
Beacon Schools

Resources Group (Saturday)

What is happening?

This group started by considering whether things can be taken forward by engaging teachers hearts and minds only or whether the harsh reality is that perhaps the global dimension needs to be made a requirement. Perhaps there is the need for the backing of power. Contributions may be made through the pressure on local authorities to implement the recommendations of the McPherson enquiry. Perhaps Sept 11th and its aftermath may have an impact in terms of schools requesting support in handling such issues in the classroom.

Citizenship will be a requirement from Sept 2002. What does this mean for people advocating a global dimension in education?

Resources take up can be a problem due to lack of time and money.

What might entitlement mean?/How might it be brought about?

Access to resources: Resources can act like a catalyst, a form of communication between teacher and pupils, school and community. They also provide different perspectives and acknowledge that teachers cannot be the source of all knowledge.

Resources should make explicit what their aims, objectives and learning outcomes are. Teachers need to have a clear understanding of the rationale for resources.

Resources should not preach but should help young people to clarify their own viewpoints.

Human resources are essential, they emphasise the importance of human relationships, the valuing of people and mutual respect. To make these human resources sustainable and effective ways need to be found to train the people concerned and to ensure that they have a secure livelihood.

Training is essential and should go hand in hand with the provision of resources. This includes initial and in-service teacher training and work with headteachers who set the agenda and climate for a school. Additionally it would be worth considering how to continue good primary practice into
secondary schools.

Resources can also include internet resources and time.

Curriculum Group (Wednesday)

What is needed for an entitlement to a global dimension?

Encouraging team building and cooperation in the classroom.
Time for talking and listening (e.g. in PSHE)
Incorporating global issues into each curriculum area (e.g within literacy).
Funding for facilitators to go into school for staff meeting insets/
practical training.
Added value - recognition that status of the global dimension must be upped.
Special projects for each class, e.g. ASDAN Awards.
Standards/Awards for schools, e.g Healthy Schools and Eco-schools,
International Award
Citizenship should be relevant locally then developed into global
citizenship.
All schools should have school councils
Children and young people should have an entitlement to succeed
The whole family should be involved.

Curriculum Group (Saturday)

What is needed for an entitlement to a global dimension?

Global issues can be covered in different curriculum areas - espec. geog, history, RE, literacy, PSHE and citizenship ('little pockets here and there') and assemblies however there is no abatement in curricular changes at this time and additional pressures are likely to be resisted by many.
The DEC should provide a contact list of people who can talk about development issues.
Extra time should be given for a Global Issues Coordinator (e.g an extra couple of free periods)
Every school should have a southern partner as part of an entitlement, a linking framework maybe one means of delivery and leads to mutual benefits for the schools concerned, but pressure that teachers are under means that it is very hard to convince teachers in the North to take part in linking - needs lots of resourcing and enthusiasm-maybe more like a special project.
The attitudes of teachers is crucial and interactions in the classroom are key - influenced by the whole school ethos.

Training Group (Saturday)

There are opportunities in ITE (e.g literacy, numeracy, ICT, the foundation stage) particularly if the course is a 4 yr one. Bringing in a global dimension should be part of the process of producing reflective practitioners who reflect on their own teaching and on how children learn.

Many NQT's are lost to the profession in the first few years - has implications for support systems, structures, approach and climate, relationships with children and training for middle and senior managers.

The DEC should look to work in partnership with the City Achievement Programme and EAZ's and bring teachers and senior managers along too.

A ten year programme is very optimistic. It is about hearts and minds and putting things across in different ways.

Delivery might be through one curriculum slot plus something else - but who is responsible for it?

School Ethos and Values Group (Wednesday)

What is happening?

School aims: Citizenship, parental/community involvement, RE, assemblies

conflict of interest with:

Other pressures: financial, exam success, OFSTED, league tables, curriculum
initiatives, the media

What does entitlement mean?

Equipping children with the skills, willingness and confidence to listen to, question, value the right to have other opinions and be able to challenge them, create a positive and healthy environment.

What has to happen?

Immediate: Raising awareness in schools and the LEA, highlighting good practice, school audits and support from Government (DFES) and LEA.

Medium term: Training, policies on global dimension, appointment of coordinator (as long as the person is not marginalised), policies to promote a GD through classroom organisation, resources, school councils.

Evaluation

Scoring (Wed) 1-10 (10 highest)

Interest: 10x4, 9x5
Usefulness: 10x3, 9x4
Process/delivery: 10x2, 9x5, 8x1
Content: 10x2, 9x7

Some Feedback (Wed):

A useful networking task using and managing artist resources, definition of the words 'Southern' and 'Development' and other terms needed. Contexts of resource persons.

Engaging and well structured, ensuring participation. Welcomed input from people at the 'coal face' of racism - are more links needed? Is EMAS useful environmental people?

Scoring (Saturday)

Appropriateness of session: 10x4, 9x1, 8x4
Delivery and content: 10x1, 9x2, 8x5, 7x1

Some Feedback (Sat):

Suggestions for bringing an entitlement to a global dimension in education

Raising awareness of all involved in education, including parents and members of the community of the importance of a global dimension for our children's future. This can take many forms - publicity at all levels in schools, public places, open forums, to stimulate discussion.

Introduce a critical perspective into the global dimension Encourage the raising of political awareness amongst teachers and pupils.

Participation of young people in constructing and developing and evaluating a strategy.

Making effective strategic partnerships ie more joined up working re global issues. Common agendas exist with other non-education groups.

Support for all kinds of international linking (email communication, twinning, school linking etc).

Debate with teachers and senior management teams in schools.

Global issues are a whole school issue.

All children should receive a global dimension and it should not be dependent on individual teachers knowledge or ability.

Global issues should be included in various appropriate areas of the curriculum

Citizenship-Global issues should be included in the mainstream curriculum:

History, Geography, RE rather than creating an add-on to the existing curriculum

Young people should be included in the development of the plan