Claudia Bergmuller describes a pilot project in Germany which has trained people of the third age to develop Global Education with their peers and reflects on issues specific to successful Global Education with people of this generation.
Titus Alexander reflects on the leap from learning based on set texts to using the web as the main resource for studying global issues. Based on the experience of participants in the Global Trainers Course, he suggests how to get the most from the web.
Andy Harvey describes an ongoing development education project undertaken by the UK General Federation of Trade Unions and shares lessons learnt in the process.
How can development education centres engage in long-term community development and ensure that it incorporates a global dimension? Rosemin Najmudin explains how Lancashire Global Education Centre has supported local groups in setting up projects, informed by partnerships with community initiatives in the South, that the groups can ultimately manage themselves.
Barbara Toepfer explains why global education is vital for the preparation of employees who are able to take on economic, technical, social and ecological responsibilities, and finds unexpected allies in business and the UN Global Compact.
Building on the policy document The Global Learning Challenge (2002), in 2003 DEA invited further education colleges to apply for a small grant of £1,500 to develop one-year pilot projects to incorporate global perspectives into their course planning, curriculum/staff development and/or their policy procedures. This publication contains brief reports on each project.
In Volume 8.1, Ros Tennyson and Julie Smith assessed the potential of trade unions and businesses to raise awareness of global development. Here, Rob Cartridge describes a project which demonstrates the effectiveness of working with grass roots activists to embed global thinking in the trade union movement and to encourage global cooperation.
This article is based on a report given by Jane Thompson on behalf of NIACE to the Steering Group of the DEA's Global Perspectives in Lifelong Learning project. The report argues that although there are currently opportunities to influence the curriculum and pedagogy of lifelong learning to embrace global perspectives, there are also a number of obstacles that need to be recognised and tackled if policy bodies and learning providers are to fully integrate global perspectives into lifelong learning.
Article from Development Education Journal Vol. 8.1. Craig Russell reports on a community-based art project taking development education forward in the North West.
How can the values of a global perspective be built into evaluation? Katy Newell Jones has explored existing evaluation frameworks and, together with Liz Cumberbatch and Dorothy Calvert of the WEA Global Development Education Project, presents a new framework which incorporates a global perspective.