Global Education with people of the third age

Global Education with people of the third age

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.

Learning, the web and global citizenship

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.

The global dimension in neighbourhood community work in Britain

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.

Strengthening Global Perspectives in Adult Learning

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.

‘The Global Workplace’

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.

Global perspectives in lifelong learning

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.

Making Time and Space

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.