Global Dimension
The 8 Key Concepts
The Global Dimension incorporates the key concepts of global citizenship, conflict resolution, diversity, human rights, interdependence, social justice, sustainable development, and values and perceptions.
Find out more about thinking critically and the distinction between the global dimension and the international dimension in England.
Global citizenship
Gaining the knowledge, skills and understanding of concepts and institutions necessary to become informed, active, responsible citizens.
- developing skills to evaluate information and different points of view on global issues through the media and other sources
- learning about institutions, declarations and conventions and the role of groups, NGOs and governments in global issues
- developing understanding of how and where key decisions are made
- appreciating that young people's views and concerns matter and are listened to; and how to take responsible action that can influence and affect global issues
- appreciating the global context of local and national issues and decisions at a personal and societal level
- understanding the roles of language, place, arts, religion in own and others' identity
At the Association of Citizenship Teaching annual conference in July 2007, Citizenship teachers and officers from NGOs and the Department of Children, Schools and Families met to discuss the challenges of delivering Citizenship as an active subject which gave young people the knowledge, skills and practical opportunities to be active citizens. Find out more at www.teachingcitizenship.org.uk
Workshops covered:
- The new Citizenship curriculum
- Teaching and Learning Citizenship Values in Primary Schools
- Managing a Citizenship department
- Learner-Voice in post-16 Ctizenship
- GCSE Citizenship studies
- Teaching about Identity and Diversity - Moving Forward with the Ajegbo report
- Big Ben and All That! Teaching Political Literacy
- Tackling Controversial Issues - a Human Rights Approach
- Using ICT in Citizenship
- Citizenship and PSHE in Primary
- Making Citizenship active
- The European Parliament
- Developing an effective School Council
- Assessment in Citizenship
- Education at Parliament
Exhibitors demonstrated a wide variety of curriculum materials to support teachers, including:
- The Citiizenship Foundation is a charity which helps young people develop citizenship skills by providing resources, training, active learning programmes, community projects and research www.citizenshipfoundation.org.uk
- Community Service Volunteers provides opportunities for diverse community engagement. see www.csvcommunitypartners.org.uk
- Truetube - a new free resource for secondary level Citizenship teaching which encourages use of the web to get young people to debate current moral and ethical issues, www.truetube.co.uk
- Radio Waves Voice It ! are working with the Ministry of Justice to enable schools the chance to produce podcasts on a range of topical issues, www.radiowaves.co.uk
- British Red Cross has free online teaching tools for students aged 7-18. These include assembly kits, lesson plans, discussion points of news events and teacher briefings on complex issues. School speakers can also cover topics on the Citizenship curriculum, www.redcross.org.uk/education
- Schools Council UK promotes and facilitates pupil participation in schools by producing resources like toolkits and handbooks.a network of 2,500 school councils also shares ideas about making effective use of student voice, www.schoolcouncils.org
- Save the Children produce a variety of resources for all ages eg Welcome to My World, Young Citizens, Partners in Rights, Working Children Worldwide, Families, Young Lives Global Goals, www.savethechildren.org.uk/taster
- The Parliamentary Education Service provides information for students and teachers, www.explore.parliament.uk
Plan is an NGO which defines itself as "a global community united around the needs of children." It produces a variety of free teaching resources on all aspects of development education and offers support with school linking. Visit www.plan-international.org.uk
The CAFOD website for primary children has interactive games, stories and photo albums about a range of topics. Visit www.kidzzone.cafod.org.uk
www.globaldimension.org is a unique site with a comprehensive list of resources with curriculum links, backed up by case studies, information of a school speaker service, a global calendar, and advice on local support.
MUNDI’s website has activities to download on the global dimension of citizenship.
Visit Global Education Derby’s website at www.globaleducationderby.org.uk
The Development Education Association website has lists of development education centres throughout the UK.
New Internationalist has information about development issues.
www.worldaware.org.uk has information about global issues, including Global Eye magazine and activities.
Save the Children provides good resources at www.savethechildren.org.uk
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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.
- knowing about different examples of conflict locally, nationally and internationally and different ways to resolve them
- understanding that there are choices and consequences for others in conflict situations
- understanding the importance of dialogue, tolerance, respect and empathy
- developing skills of communication, advocacy, negotiation, compromise and collaboration
- recognising conflict can act as a potentially creative process
- understanding some of the forms racism takes and how to respond to them
- understanding conflicts can impact on people, places and environments locally and globally
The Beth Shalom Holocaust Education Centre in Nottinghamshire enables schools and the general public to learn about the history and implications of the holocaust. There is a permanent exhibition of the Nazi period, a memorial rose garden, research and conference facilities. For schools, the Holocaust Education Centre can arrange visits for pupils which include hearing the testament of a holocaust survivor, loan mobile exhibitions, arrange speakers, host 6th form conferences, run InSET training for educators, deliver Genocide Education modules and share resources for Active Citizenship. Schools can use these services to support their work on Race Equality ,Community Cohesion, Citizenship, History and Geography.
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Diversity
Understanding and respecting differences and relating these to our common humanity.
- appreciating similarities and differences around the world in the context of universal human rights
- understanding the importance of respecting differences in culture, customs and
traditions and how societies are organised and governed
- developing a sense of awe at the variety of peoples and environments around the world
- valuing biodiversity
- understanding the impact of the environment on cultures, economies and societies
- appreciating diverse perspectives on global issues and how identities affect opinions and perspectives
- understanding the nature of prejudice and discrimination and how they can be challenged and combated
Information about different faiths, their festivals and beliefs can be found at www.multifaiths.com
The Peacemakers website has a collection of film, music and photography to break down stereotypes of Islam and Christianity and promote understanding. Visit www.peacemakers.tv
Insted (In-service training in education) on Equality and Diversity has a range of information on Multiculturalism, Islamophobia, Racist Incidents and has a variety of articles, lectures and publications on these themes. Visit www.insted.co.uk
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Social justice
Understanding the importance of social justice as an element in both sustainable development and the improved welfare of all people.
- valuing social justice and understanding the importance of it for ensuring equality, justice and fairness for all within and between societies
- recognising the impact of unequal power and access to resources
- appreciating that actions have both intended and unintended consequences on people's lives and appreciating the importance of informed choices
- developing the motivation and commitment to take action that will contribute to a more just world
- challenging racism and other forms of discrimination, inequality and injustice
- understanding and valuing equal opportunities
- understanding how past injustices affect contemporary local and global politics
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Interdependence
Understanding how people, places, economies and environments are all inextricably interrelated, and that choices and events have repercussions on a global scale.
- understanding the impact of globalisation and that choices made have consequences at different levels, from personal to global
- appreciating the links between the lives of others and children's and young people's own lives
- understanding the influence that diverse cultures and ideas (political, social, religious, economic, legal, technological and scientific) have on each other and appreciating the complexity of interdependence
- understanding how the world is a global community and what it means to be a citizen
- understanding how actions, choices and decisions taken in the UK can impact positively or negatively on the quality of life of people in other countries
The UK Association for European and International Education in Schools (UKAEIES) annual conference took place in Newark 28-29 June 2007. It was attended by 20 delegates from Local Authorities across the UK, staff from the British Council and managers of regional Enabling Effective Support (EES) networks. Its aim was to understand how various school initiatives link to the DfES (now the Department for Children, Schools and Families) international strategy. Read more.
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Sustainable development
Understanding the need to maintain and improve the quality of life now without damaging the planet for future generations.
- recognising that some of the earth's resources are finite and therefore must be used responsibly by each of us
- understanding the interconnections between the social, economic and environmental spheres
- considering probable and preferable futures and how to achieve the latter
- appreciating that economic development is only one aspect of quality of life
- understanding that exclusion and inequality hinder sustainable development for all
- respecting each other
- appreciating the importance of sustainable resource use - rethink, reduce, repair, re-use, recycle - and obtaining materials from sustainably managed sources
The Carbon Control project, organised by the RSA in partnership with Tesco and the Department of Environment Food and Rural Affairs, has been designed for key stages 2 and 3 work, pupils aged 7–14. The carbon calculator has been designed as the junior version of an adult carbon calculator due to be launched by DEFRA at the end of June 2007. They are the first carbon calculators with government approved data sets. The carbonator was put together with assistance from D:GEN and the Energy Saving Trust (who built the adult DEFRA calculator) and the food data was supplied by The Ice Organisation. As part of this initiative DEFRA select young regional representatives to act as Climate Change Champions amongst their peers. These 9 Climate Change Champions have helped to design this project and the carbon calculator. Visit www.carboncontrol.org.uk for detailed activities on carbon control, including comprehensive guidance for students. Visit www.theRSA.org/carbon for CarbonLimited - the RSA’s project looking at personal responsibility for carbon emissions.
The DfES carbon detectives' kit was launched online on 8th June 2007. The online tool has been designed to guide a school team through the process of measuring their school's footprint and develop an action plan for reducing the school's carbon emissions. Over time, you will be able to monitor your progress and benchmark against similar schools. This is a tool for Key Stage 2 and 3 pupils, but will require help from an adult facilitator to register and sign-up. The carbon detectives’ kit is an online carbon footprint calculator for schools in England. The project was funded by the Department for Education and Skills and was developed by the Field Studies Council (FSC) Environmental Education Unit.
Climate Change and Food choices is a new website for 9-11 year olds with games, videos and worksheets to help debate these lifestyle choices. Visit www.climatechoices.org.uk
The World Wildlife Fund have also produced resources and reports on development education.
| www.qca.org.uk/esd |
QCA site for Education for Sustainable Development |
www.csv.org.uk |
Community Service Volunteers – good on community partnership |
| www.environment.detr.gov.uk |
Guide to sustainable development |
www.cee.org.uk |
Council for Environmental Education |
www.heartstone.co.uk |
Materials on racism, environmental issues – CD-ROMs |
| www.solar4schools.co.uk |
The Solar4Schools initiative supplies and installs part-funded solar panels for schools and FE colleges in the UK. This is part of the DTI’s Low Carbon Buildings programme. They will cover 50% of the cost of installing 4kWp systems at each participating school or college. SolarCentury will provide the solar panel system, carbon and electric meters and national curriculum teaching packs. |
| www.unesco.org |
Teaching and Learning for a Sustainable Future is a huge multimedia online resource developed by UNESCO as a demonstration project with 25 modules aimed at in-service and pre-service training for teachers and educators in schools and colleges. |
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Human rights
Knowing about human rights including the UN Convention on the Rights of the Child.
- valuing our common humanity, the meaning of universal human rights
- understanding rights and responsibilities in a global context and the interrelationship between the global and the local
- understanding that there are competing rights and responsibilities in different situations and knowing some ways in which human rights are being denied and claimed locally and globally
- understanding human rights as a framework for challenging inequalities and prejudice such as racism
- knowing about the UN Convention on the Rights of the Child, the European declaration on Human Rights and the Human Rights Act in UK law
- understanding the universality and indivisibility of human rights
A new website has been launched to commemorate the Bicentenary of the Abolition of the Slave Trade Act. It's a great source of information on events and activities taking place across the UK www.abolition200.org.uk/
Hampshire Schools are working on a Rights, Respect and Responsibilities (RRR) approach to learning based on the UN Convention on the Rights of the Child. Find out more at www3.hants.gov.uk/education/childrensrights
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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.
- understanding that people have different values, attitudes and perceptions
- understanding the importance and value of Human Rights
- developing multiple perspectives and new ways of seeing events, issues, problems and opinions
- questioning and challenging assumptions and perceptions
- understanding the power of the media in influencing perceptions, choices and lifestyles
- understanding that the values people hold shape their actions
- using different issues, events and problems to explore children and young people's own values and perceptions as well as those of others.
The BBC World Class Bulletin produces up to date news for children aged 6-12 year olds. Visit www.bbc.co.uk/worldclass/bulletin
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Thinking critically
This section is developed in conjunction with Global Education Derby and deals with 'contested' issues that affect the lives of educators and pupils and are difficult to address in the classroom context. The idea is to prompt dialogue and critical reflection about the themes addressed, recognising that the answers to the questions prompted by this exercise depend on each context - and should be constructed collectively by everyone affected by them. What we intend to do is provide an accessible channel for educators to explore different dimensions of the selected themes and make connections to their social, cultural, environmental, economic and educational implications. We encourage readers to use the texts and questions as starting points for dialogue and to engage critically with what is offered here - addressing the background, limitations and implications of the perspectives presented.
These units now form part of the teacher education material on the Open Space for Dialogue and Enquiry website.
Download resources on Poverty & Wealth and
Consumerism & Anti-Consumerism
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The distinction between the global dimension and the international dimension in England
There is a tendency for the terms 'international dimension' and 'global dimension' to be used interchangeably, for example, the curriculum section of the globalgateway defines the international dimension using paragraphs from Developing the Global Dimension in the School Curriculum.
The globalgateway itself promotes the international dimension but has the word global in its URL as no URLs with the word international were available - this has led to further confusion.
The two have different aims and while they may sometimes contribute to each other, they are essentially different.
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International |
Global |
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Core |
Institutional linkages between countries lead to learning about another locality and sharing of particular areas of educational practice between institutions |
The curriculum and ethos of the school lead pupils to appreciate their global interdependence and recognise injustice globally
' a global dimension in teaching means that links can be made between local and global issues. It also means that young people are given opportunities to critically examine their own values and attitudes; appreciate similarities between people everywhere, and value diversity; understand the global context of their local lives; and develop skills that will enable them to combat injustice, prejudice and discrimination. Such knowledge, skills and understanding enables young people to make informed decisions about playing an active role in the global community'
(p2, Developing a global dimension in the school curriculum, DfES, 2005) |
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Type of approach |
Structural: Develops international connections. |
Pedagogical: The global dimension is a particular approach to the curriculum. |
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Key document and website |
DfES International strategy 'Putting the World into World Class Education' but the curriculum focus of this strategy is on the global dimension rather than the international dimension
www.globalgateway.org |
Developing the Global Dimension in the School Curriculum
www.globaldimension.org.uk |
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Key phrases |
Sharing 'good practice' internationally;
Partnerships |
Global in the local;
Global Citizenship, Conflict Resolution, Social Justice, Values and Perceptions, Sustainable Development, Interdependence, Human Rights, Diversity |
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Curriculum focus |
-Intercultural understanding
-Focus on languages
The content is not explicit, but all curriculum areas can be enhanced by sharing good practice with schools and other institutions in other countries |
There is a global dimension to all curriculum subjects |
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School linking |
Essential to the international dimension |
Well planned links may enhance the global dimension to the curriculum but are not essential |
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Key organisations |
British Council (except DGSP, which uses school linking to promote the global dimension) |
DEA member organisations tend to focus on this |
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Ultimate aim |
Pupils prepared to work in a global economy. |
Pupils challenge global injustice. |
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