Governance

EMNGPS is hosted by Skillshare International and therefore operates within that organisation's memorandum of articles and charitable status. There are three complementary groups within EMNGPS:

Locality Groups have an operational remit. They are the forum for key local stakeholders to come together to discuss and plan activities. Composition, frequency of meetings and activities vary from group to group.

The Consultative Group provides an opportunity for sharing good practice and networking, as well as feeding into the future direction of EMNGPS. Meetings take place for a full day, twice a year, and are open to all interested parties.

The Executive Committee provides strategic direction and oversees policy and governance issues. Members are elected or co-opted, and serve a two-year period of office.

Click here to view our constitution.

Activity areas

New regional strategy - EMNGPS' overarching aim for 2013 is for Global Perspectives to be sustainably mainstreamed, promoted and supported within the curriculum. In 2008-2013 EMNGPS will focus on six key strategies and processes:

• Build capacity within school-support structures to provide sustainable delivery of global perspectives in East Midlands schools.
• Increase the importance of global perspectives within the curriculum by influencing decision-makers regionally and nationally.
• Provide clear and focussed methodologies for a consistent and integrated approach to global perspectives in all aspects of school life.
• Seek participation in, and delivery of, EMNGPS’ work at the local level for greater ownership of the global dimension within the region.
• Seek analysis, sharing and learning at the regional level to deliver high quality global dimensions work.
• Promote and work within partnerships between all stakeholders to further build capacity and improve strategic delivery of the global dimension.

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Results

CURRICULUM DEVELOPMENT
Teachers and others develop teaching and learning approaches which apply global perspectives and which enable the making of local to global connections in school and classroom education.
Teachers have better access to development education resources available in the region.

PROFESSIONAL AND ORGANISATIONAL CAPACITY DEVELOPMENT
Teachers and others in education have opportunity to explore and value issues of development perspectives, human rights principles and global dimensions as part of their own professional understanding and skills.
The development of the capacity of organisations, agencies and others with education support roles in order to support increasing numbers of teachers, advisers, curriculum planners and decision makers in their development and application of global perspectives in education.
Support mechanisms developed in, or extended to cover those areas that currently receive little or no assistance.

LEARNING AND DISSEMINATION
Sharing of processes and outcomes of work done in order:

• To disseminate ideas, approaches and learning points to other teachers and educators and engage their future involvement;
• To influence future network and broader education policy and practice on global perspectives in education and young people's learning and action.

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Underlying Principles

Activities will be relevant to and address the EDUCATIONAL NEEDS OF YOUNG PEOPLE in the context of increased awareness of our globalised society.
This includes an understanding of the values, attitudes and dispositions needed to respond positively to change; identifying relevant skills and experiences which can be offered through school based education.

Activities should focus on LOCAL - GLOBAL CONNECTIONS
A diverse, but interdependent world society requires and ability to make use of local to global connections and local to global learning. Global Perspectives can be a valuable approach to education if it enables an assessment and involvement in local issues. Similarly, local concerns are a valuable dimension in investigation and participation in wider, global issues.

Activities will be based on and enable COLLABORATION WITH AND BETWEEN TEACHERS and others in the education system. This recognises the value in working with people from outside the formal education system.

LEARNING from activities AND DISSEMINATION of this learning enables others to address related challenges.
Learning from projects improves future work, and publicising work done is an excellent way to increase influence and safeguard the future of EMNGPS.

ORGANISATIONS and institutions working with teachers CAN BE VALUABLE FACILITATORS of these processes, but they should not act as providers of the outcomes and 'end-products'.
An overarching aim is for those in the education system to have ownership of the issues. The role of outside agencies is one of support and facilitation.

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