June 2014

Having carried out nine GTA workshops so far, we’re getting a good idea of which materials work best for teachers, and I just wanted to share a resource that we find excellent in drawing out a well-structured discussion on the structural causes of poverty: It's called 5:50:500. These figures relate to the amount of money that flows between the Global North and South in voluntary aid (€5 billion) and in official overseas aid (€50 billion). The €500 billion relates to what the Global South loses due to what Oxfam describes as the 'rigged rules and double standards' of the international trade system, unfair debt repayments and illicit financial flows. The figures were charted over a 10 year period and the lowest was taken in each category. So, in 2007 the ratio was a far less catchy 8:105:792. If you have a look yourself it will be more clear! At the beginning of our sessions we ask participants to identify causes of poverty, and in every case we’ve noted a strong lean towards internal factors (the top three are invariably, 1) War and conflict; 2) Corruption and 3) Lack of Education and training. Following an input and some activities drawn from this resource, we find much more awareness of issues such as illegitimate debt, unfair trade and tax injustice. Crucially, this allows for consideration of a more nuanced discussion and creates a far bigger range of options for solidarity actions in response to that question about “what can people do” about poverty. While the statistics presented here have been trimmed to make them more memorable, the resource is an excellent classroom tool that I have used a lot in secondary schools, as well as with teachers in the GTA programme, and there is a good deal of more detailed information available so that you can pitch your workshop materials to a level appropriate for the participants. Not all tools and approaches will transfer well to other contexts, but I am sharing here in case it’s useful. I would also be really delighted to have recommendations or links for resources others have found useful. The resource can be purchased but a great deal of the background material, graphics and stimulus sheets are available here free to download: http://www.developmenteducation.ie/5-50-500/

Vicky Donnelly - Galway

GTA in Ireland

This project is funded by the European Union The views expressed in this publication do not necessarily reflect the views of the European Commission

GTA Newsletter

June 2014

GTA level 1 course in Cēsis region in Latvia June 2014

GTA in Latvia

This project is funded by the European Union The views expressed in this publication do not necessarily reflect the views of the European Commission

GTA Newsletter

“Thanks from the heart about possibility to take part in the course ‘Global educator’”.

“Very succesfuly managed process, purposeful methods and stuff to think about. Good and valuable day.”

“Interesting methods how to teach facts, aktualities.”

“Very positive atmosphiere, skillfull involvement of participants. I got many impulses for my lessons.”

“Thank you! This was different view on the ongoing in the world.”

“Thanks for creativity and given wish to work in the group! Thanks for the nice activities!”

June 2014

After a successful launch event we started to deliver GTA courses to teachers in Hungary. The first session was a pilot training with members of the steering group along with some teachers. The final content and form of our GTA course was developed according to the feedback of the participants on the pilot training. The GTA course is a full day (8 hours) session in Hungary, beginning with a short introduction to the concept of Global Learning and the structure of the GTA model. We also highlighted the support available to teachers from Anthropolis in embedding the global dimension into their everyday teaching.

We have a short summer break in delivering the courses, but we already have a course booked in August.

GTA courses in Hungary!

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GTA Newsletter

We build on the Eco School system in Hungary in recruiting participants, but during the courses we emphasise all three aspects of sustainability (ecological, social, economical). This complex approach offers a new and adequate perspective to the teachers, who are more familiar with the ecological aspect of sustainability. The ‘Development Compass Rose’ seems to be an especially useful resource in this process.)

June 2014

Friday 28th March, saw the official launch of the EU funded Global Teachers Award programme at the National Global Education Conference, held at CAN Mezzanine, Southwark, London. In addition to the GTA launch, the aim of the day was to provide delegates with information and up-dates about current Global Learning initiatives in the UK and included Chris Powley, the Academic Marketing Director for Pearsons, talking about the Global Learning Programme, as well as presentations from Global Dimensions, Connecting Classrooms and Oxfam Education. Many agreed that the highlights of the day were the presentations by two GTA Level 1 certified teachers. Victoria Phelan from Whitchurch C of E Primary and Margot Butcher from Welland Park Academy in Market Harborough inspired delegates with their chalk-face experiences of the GTA. They shared images of pupils’ work, examples of activities they had used in the classroom and obvious enthusiasm for the benefits of Global Learning to pupils, teachers and their whole school communities. Richard Baker, Head of Education and Youth, Oxfam GB, stated: “(It was) wonderful to see how the (GTA) scheme has come of age and is enabling teachers to inspire their students and other teachers in new ways when it comes to global citizenship." Tom Franklin, Chief Executive of Think Global, added: “It is great to see the enthusiasm of teachers for the

Global Teachers Award. I think it taps into one of the main reasons

people become teachers in the first place: a desire to help young

people play their part in creating a fairer and more sustainable

world.”

GTA Launch Event UK

This project is funded by the European Union The views expressed in this publication do not necessarily reflect the views of the European Commission

GTA Newsletter

June 2014

On March 26th and 27th, project partners Think Global and Galway One World Centre enjoyed a creative capacity-building session at the GOWC offices in Ireland. Having agreed that the most pressing areas to focus on would be evaluation and outreach, we put on our thinking hats and worked through two detailed workshop programmes. By the end of the session, we might not have completely solved every challenge, but we were well on the way to having the tools and strategies to succeed!

Shuffling through word-sort cards to get to grips with terminology, building up flowing stakeholder maps to chart outreach, and thinking through fun and different ways to extract the maximum amount of feedback from GTA students were all part of the learning sessions. Monika said “I really enjoyed working so closely with Vicki and Heike, and seeing how Think Global’s ideas about evaluation and outreach can fit with the reality of the GTA programme in Ireland. It’s so exciting to see what’s happening ‘on the ground’ with our partners, and I’m thrilled to hear about the positive feedback GTA learners have been giving about their experiences.”

Vicky was also positive about the experience. “We gained enormously from Monika's visit. I enjoyed the balance between Monika's clear and systematic approach, and the space she allowed to consider new ideas and approaches to the task of evaluating the programme.” Other highlights of the session included a visit to ‘Ard Bia’ – surely one of the best restaurants in Galway, and well worth a visit from anyone else visiting the Emerald Isle! Many thanks indeed to Vicki and the team for their warm welcome, kind hospitality, and enthusiastic engagement. The GTA programme in Ireland is in good hands! (Monika Kruesmann, Programme Manager, Think

Global; and Vicky Donnelly, Education Worker,

Galway One World Centre; 2 April 2014)

Think Global visits the Galway One World centre

This project is funded by the European Union The views expressed in this publication do not necessarily reflect the views of the European Commission

GTA Newsletter

GTA England Summer Update

A training event for new GTA trainers will be held in London in early September. Flick Dunckley, a member of the CoDEC board of directors, will lead the day-long event which will be held at The Institute of Education. Participants will consider each of the 6 GTA Learning Objectives in turn; they will be able to share their expertise and discuss different ways in which these might be effectively delivered to teachers through their GTA courses. We are looking forward to welcoming more DEC members into our network of national GTA deliverers; plugging gaps in some areas and increasing capacity in others. Recent updates from the GLP indicate that the GTA Level 1 course is currently the most popular accredited course taken up by GLP schools wishing to spend their e-credits!

June 2014

In the initial validation of GTA trainers in the UK Liverpool Hope University has acted as the GTA Trainer external validator. This role involves quality assuring the process outlined below and providing certification for validated trainers. Liverpool Hope University is looking forward to working with project partners and universities in Latvia, Hungary and Ireland to establish validation requirements and procedures in each country. Phil Bamber would like to complete, during July 2014, a conversation (via SKYPE or phone) with each partner to discuss issues specific to each country. For trainers accredited in the UK the requirements have been all of the following: Initial validation:

Attend a validation event that includes training sessions on the GTA Evidence of a teaching or approved training qualification (see note 1 on next page). Evidence of experience in delivering Development Education / Global Learning training (details of at least

three courses run in the last year including participant evaluation evaluation). Confirmation of employment and role at a member institution of the Consortium of Development

Education Centres.

Within six months of validation: Observation of the GTA Trainer delivering a GTA Level 1 course. This is completed by a colleague (can be

from same organisation) or a validated GTA trainer from another organisation. Completion of an ‘Observation and Reflection Proforma’ (see note 2 on next page).

Then, annually: Report of GTA training completed in the past year, including evaluation forms. Self-reflection (using a format to be provided).

Dr. Phil Bamber Liverpool Hope University

Validating Global Teachers Award (GTA) trainers level 1

This project is funded by the European Union The views expressed in this publication do not necessarily reflect the views of the European Commission

GTA Newsletter

June 2014

Note 1: In the UK the relevant training qualifications are subject to the approval of the GTA external validator. This has included a variety of recognised training programmes led by national organisations including

Registered ‘Global School Partnerships’ trainer Registered ‘Schools Linking Network Gateway’ trainer. Registered ‘Global Trainer’ (Masters qualification). Registered SAPERE trainer to deliver Level 1 Philosophy for Children courses.

Note 2: In the ‘Observation and Reflection Proforma’, the observer provides constructive feedback to the GTA Trainer that should help the trainer to improve their practice. This includes identifying areas of strength / development against the following validation criteria:

Creates a stimulating and supportive learning environment that allows participants to be open in their views

Demonstrates critical understanding of the knowledge base and key concepts associated with education for a just and sustainable world (global learning)

Recognises, takes account of and builds upon the different experiences and perspectives of participants

Makes links to practical ideas for incorporating global learning in the curriculum and promoting active global citizenship

This criteria focuses on the GTA Trainer’s ability to organise, structure and deliver activities that help participants to achieve the Level 1 GTA learning outcomes. Following a discussion with the observer regarding this feedback, the GTA Trainer then outlines in the

‘Observation and Reflection Proforma’ how he or she intends to improve his or her delivery of the GTA (in not

more than 500 words).

Validating Global Teachers Award (GTA) trainers level 1

This project is funded by the European Union The views expressed in this publication do not necessarily reflect the views of the European Commission

GTA Newsletter