Publicity for the event was circulated in a variety of ways:

• Email circulation to 300 voluntary organisations via the North Yorkshire Forum for Voluntary Organisations
• York LEA - to all schools
• North Yorkshire Education office in Selby
• York St John College
• University of York
• York One World Linking Association
• VSO
• Centre for Global Education, York - contacts
• Fairer World

Programme:

• Welcome and Introductions
• Schools responding to the wider world
  1. Setting the context - a series of acetates
  2. Working in groups using a common image
• What should 'entitlement' be?
• Consultation initiative - an explanation
• Small group discussion - mapping our region's contribution
• Recommendations for the future
• Each participant received a pack which included:
• Developing a global dimension in the school curriculum (DFID, DfEE, QCA, DEA, Central Bureau)
• Making Globalisation Work for the World's Poor (DFID)
• Centre for Global Education information

Copies of Poverty: Bridging the Gap (DFID) were available for those who required it. A variety of resources for early years, Key Stages 1/2 and 3/4 were made available for people to look at during the breaks.

Outcomes
The forum began with introductions and an outline of the programme.
Working in small groups the participants discussed the Twin Towers image which had appeared in the Times Higher Educational Supplement in September. This activity provided a far-ranging debate and participants recorded their main points on large sheets of paper which were then shared by the whole group

Twin Towers Activity

Too soon to see such an image - distasteful?

Thought provoking		Replicate situations
Extreme view		Pessimistic
Books = Education?		Too simplistic

Communication less important (smaller tower)
Skyscrapers = modern world = impersonal

Challenging - important to open debate
Necessity to look at past to learn - too recent

Debate about whether to rebuild		From destruction to reconstruction
Too simplistic?		Future/fresh start
Interesting to hear young pupils views		visual image could be adapted

Link between two: through global education leads to global/better communication
Visual - vibrancy lacking - impact doesn't suggest hope

Juxtaposition of large + small - Sept 11

too dark not selling 'correct' image		opportunity to learn from history
faceless		doesn't empower
communication		people not books
display of power		fear - men
not hopeful		build wide
basic literacy for all		women - marginalized
world communication links		economy - big bombs - dominating
Right of all children to education		NO -growth - trees - people - sun

power of education - women increased involvement

Muslim/Christian divide - Sept 11 - excuse for widening it
Most people in world are not aware of other peoples - stereotypes on all sides

How will we all be affected? How do we stay positive?

Books: earning agent		Where can we start?
Could be used positively		Changing values
Time more important than money		Giving more respect to others point of view

Conflict resolution - on child-child level - meanwhile adults killing each other

What can whole world learn from September 11?

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What knowledge values and skills are required?
The small groups were then asked to discuss what knowledge, values and skills young people require to develop an understanding of the global dimension.

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Participants were given a copy of Attitudes Knowledge and Values from World View Brainstorm in The School is Us by Linnea Renton, published: WWF UK.

During the tea break participants were able to network. Information was then given on the regional strategy and the proposed forming of a regional committee to support the implementation of the strategy.

Participants were asked to form new small working groups with people they had not worked with in the previous activities. It was also suggested that each group should have at least one practising teacher in it. The groups were asked to exchange information on relevant organisations and activities that are active in the local area (see attached list).

The groups were then asked to make a 'wish list' of three requirements that they would like to see DIFID implement. (see attached sheet)

The forum closed with a final plenary session with time for questions and to invite participants to the regional forum in January 2002. Nine people put their names forward.

Attendance
Twenty four people applied for the forum and twenty attended. The participants came from a wide range of organisations. It was very heartening to note that teachers, from both the primary and secondary sectors, had been released by their schools to attend. Several people were unable to attend due to prior commitments but expressed an interest in attending the regional forum.

Recommendations

• Money for schools to link
• Specific Government strategy
• Local global centre with resources workshops and training for staff and pupils
• Training - to develop teachers knowledge and skills
• Release time to work with others and reflect
• Monies for supply cover
  

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• York Fanteakwa Community Link (YFCL) linking York with The Fanteakwa region in the eastern region of Ghana
• YFCL members of UK One World Linking Association (UKOWLA)
• YFCL involved with various activities in York and is working with schools churches and youth services to develop links with similar groups in Fanteakwa
• York International Association - an umbrella organisation for various groups including YFCL, Munster, Dijon, and Spanish links
• Centre for Global Education - links to schools, working with teachers to produce teaching materials
• CAFOD - links to Catholic schools
• Togo materials / la Reunion / Mexico
• One World Week - set up in Ghana
• St Nicholas Fields - Environment Centre - urban regeneration
• Greenpeace
• Oxfam Campaigns
• CND
• York Against the War
• Fairer World - fair trade shop also provides stalls at various events in York and staff give talks on fairtrade issues.
• Spurriergate Centre - Fairtrade café and shop
• York Cemetery - wildlife reserve and runs activities
• British Trust for Conservation Volunteers (BTCV)
• Red Nose Appeal
• Children in Need
• Agenda 21: LA's plan - advisory committee
• Youth Services group visit to Ghana (August 2002)
• Youth to Youth Project in Hull
• VSO Project - returned volunteers - talks to schools? VSO Stage - Global education training
• Voice of Authority - drug education - Hull/Hambleton/Richmond
• Easingwold Deanery Synod - Malawi - teacher training/church building
• Global Rock Challenge - dance
• Yorkshire Wildlife Trust - local environmental issues - Wild Link -go into schools; have schools visit them; give advice; international children's conference - UN
• Christmas Shoebox Appeal/Barefoot Vet Appeal - in school initiatives
• Diocese of York South Africa Link - display in York Minster
• Health Need Forum - Goole
• BGOP - Better Government for Older People
• COZIE -Chill out zone - Easingwold
• Save the Children Fund - Speak out - for schools & groups
• International Service
• City Council / ward committees
• Local democracy and community planning. How does your neighbourhood work? Young people's views
• York Youth Forum
• UNICEF offers free sessions on Rights and Responsibilities (UNCRC) for classes & INSET
• Amnesty International -meetings, letter writing, events
  

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APPENDIX 2
Wish List

• Money for schools to link
• Education for teachers re global education so they can be passionate about it
• Specific Government strategy
• Post funded specifically to develop multicultural awareness (the international dimension) to all schools
• A named teacher (with responsibility point) to develop school links and appropriate resources to support the global dimension
• Better links/exchanges between schools in different countries/cities eg Bradford and York - to include different ethnic minorities representation
• Funded school links for EVERY school - with exchange opportunities and high quality website both here and abroad
• Inclusion in daily school life information and access to Fair trade, Environmental Campaigns, recycling opportunities local global centre with resources workshops and training for staff and pupils
• Clare Short high profile visits to school!
• Radically reduce curriculum content to free up teachers to give time for them to be inspirational
  Time for teachers (ie money for supply) resources - easy access
• Cross curricular links -Freedom from curricular constraints Resources which support these links
• Financial freedom - eg non contact time/study support
• Networking opportunities

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