Transcript The Global Dimension and MFL

The Global Dimension of
Education
An Introduction
The Context
In the next 10 minutes:
 60 babies will be born in the US
 244 babies will be born in China
 351 babies will be born in India
Exponential Times
 The top 10 in demand jobs in
2010 did not exist in 2004
 1 out of 8 couples married in
the U.S. last year met online
 The number of text messages
sent and received every day
exceeds the total population of
the planet
 More than 3000 new books are
published every day
Exponential Times
 It is estimated that 40 exabytes (4 x
1019) of unique new information will
be generated worldwide this year
 That is more than in the previous
5000 years
 More than 800 million people
actively use Facebook, uploading
250 million photos a day
 They have an average of 130 friends
and are connected to 80 community
pages, groups and events
(http://shifthappens.wikispaces.com/)
The Opportunities
 More accessible travel/work destinations
 Wider choice of goods and services
 More job opportunities in the global market
 Instant contact with anyone around the world
 Fast developing technologies can improve quality of
life
The Problems
 Environmental shifts and climate change
 Food and water shortages
 Wealth gap
 Potential for large-scale conflict
 Unfair trade
 Economic crises (Eurozone, credit crunch)
What is the Global Dimension?
The global dimension explores what connects
us to the rest of the world. It enables learners
to engage with complex global issues and
explore the links between their own lives and
people, places and issues throughout the world.
The global dimension can relate to both
developing and developed countries, including
countries in Europe. It helps learners to
imagine different futures and the role they can
play in creating a fair and sustainable world
(QCA, 2007).
8 Key Concepts of the Global Dimension
Global Citizenship - Gaining the knowledge, skills and understanding of concepts and institutions
necessary to become informed, active, responsible citizens.
Conflict resolution - Understanding the nature of conflicts, their impact on development and why there is a
need for their resolution and the promotion of harmony.
Diversity - Understanding and respecting differences and relating these to our common humanity.
Human rights - Knowing about human rights including the UN Convention on the Rights of the Child.
Interdependence - Understanding how people, places, economies and environments are all inextricably
interrelated, and that choices and events have repercussions on a global scale.
Social justice - Understanding the importance of social justice as an element in both sustainable
development and the improved welfare of all people.
Sustainable development - Understanding the need to maintain and improve the quality of life now
without damaging the planet for future generations.
Values and perceptions - Developing a critical evaluation of representations of global issues and an
appreciation of the effect these have on people's attitudes and values.
What now?
In Spring 2012 DFID announced that it will fund a
Global Learning Programme – England (GLP-E) to
increase and improve the teaching and learning, at
Key Stages 2 and 3, of issues related to global
poverty. DFID intends for the GLP-E to run for a
period of 5 years (with extension options up to a
maximum of 2 years) and has allocated a budget in
the range £17m to £20m for the five year period.
(Think Global)
Actvity
What does a Global Citizen look like?
Pedagogy
 Asking questions and developing critical thinking
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schools
Equipping young people with knowledge, skills and
values to participate as active citizens
Acknowledge the complexity of global issues
Revealing the global as part of everyday local life,
whether in a small village or a large city
Understanding how we relate to the environment
and to each other as human beings
(Oxfam: Education for Global Citizenship)
Activity
 Take one of the key concepts of the global dimension.
 Consider ways of exploring it through your subject
 Plan a teaching activity using the suggested teaching
methods or one of your own.
Discussion
 What is your role in developing the global dimension
of education?
 What support/guidance do you need?
Guidance and Resources
 Links to practical resources and lessons
 www.globaldimension.org.uk
 www.pinterest/com/derc
 Share with each other!