Global Learning Evidence Briefing May 2011

Global Learning Evidence Briefing May 2011

In this briefing Think Global summarises available evidence for the impact of global learning and on the unmet demand for learning about the wider world in school. The briefing references recent research including from the Geographical Association, Ofsted and the CBI amongst others.

Global Dimension in Secondary Schools

This report from the Development Education Research Centre, Institute of Education, London, finds that more and more schools are engaging in this area and that it can make a major contribution to broader educational goals such as cultural understanding, community cohesion and student motivation.

Young People and International Development

This report from the Development Education Research Centre, Institute of Education, London, challenges the assumption that young people are interested and engaged in international development issues. Longstanding involvement is likely to be linked to the extent to which students can connect what is happening elsewhere in the world to their own lives and their sense of place within it.

Evaluating global learning outcomes

Think Global and Charities Evaluation Services have created a new guide offering ideas and inspiration for monitoring and evaluating the outcomes of work to promote global, intercultural and environmental understanding.

Unlocking the educational potential of fundraising activities

Involvement in fundraising activities can be motivating and fun for young people as well as supporting charities in their work. Such experiences also have huge educational potential, offering opportunities to develop young people's understanding and skills as active, responsible citizens. This document explores good practice in fundraising with young people.

Global learning and fundraising

Matt Jackson, Head of Public Engagement at Oxfam, considers the relationship between education and fundraising. He argues that fundraising with young people and global learning should not be seen as mutually exclusive, and that fundraising activities can have a valuable place in educational contexts if participation is placed at their heart.