Education Review abstracts

Vol. 21 No.2, 2009

Schools on the global stage

Internationalising learning – a Teacher2Teacher approach

Cathryn Gathercole, Education Manager at Practical Action and Delphine Ruston, teacher, senior manager and photographer.

Abstract: This article describes the development and delivery of a pilot continuing professional development (CPD) course for teachers, promoting international development through the secondary curriculum. It illustrates how the peer coaching approach favoured by the NUT supports “internationalising learning”. The article concludes with evaluation from the participants and identifies areas for improvement.

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Global learning in schools, and the implications for policy

Hetan Shah, Chief Executive and Helen Young, Policy and Research Manager, both at DEA.
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Abstract: Good quality global learning is taking place in some schools but not all. This article outlines research by Development Education Association (DEA) and Ipsos MORI around the need for, and the impact of, global learning. It goes on to consider what changes in education policy would provide an enabling policy environment for global learning in all schools. It argues that this is necessary to prepare young people to thrive in a complex, globalised society and economy and to contribute towards a more just and sustainable world.

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Preparing young people for global citizenship

Ivan Lewis, Parliamentary Under-Secretary of State at the Department for International Development.

Abstract: The Government’s commitment to education is not confined to the UK. Ivan Lewis outlines how the Department for International Development is working closely with schools to support them in educating pupils to be global citizens through development and school twinning projects and encouraging older pupils to undertake voluntary work in developing countries.

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What can teachers tell us that we don’t know already?

Michael Davidson, Senior Analyst in the Directorate for Education of the OECD

Abstract: The OECD’s new Teaching and Learning International Survey (TALIS) will make a significant contribution to the international evidence-base on what policies and practices help create effective teaching and learning environments in schools. This article explains what TALIS is, the information that has been collected and what will be learnt from the analysis of the TALIS data when the first results are published this year.

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Classrooms for Kenya – An antidote to targets, testing and tables!

Malcolm Peppiatt, teacher.

Abstract: This article is about one school’s attempt to meet the challenge of providing a meaningful educational experience which is not driven [or restricted] by examination demands or league table position. It looks at how it has used its specialist school status as a catalyst to run creative enrichment activities which widen the horizons and raise the aspirations of its students, whilst bringing a global dimension to its curriculum.

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Connecting youth – making a difference in the world

Mary Gowers, physics graduate

Abstract: The iEARN (International Education and Resources Network) allows pupils in the UK to link up with their peers in over 160 countries for a single lesson or a long term project. Curriculum linked activities provide a focus for collaborative working that develops an understanding of a wide range of cultures and attitudes. At the same time important skills can be developed and practiced in a secure, moderated environment.

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Danish and English education systems: What lessons can we learn?

Professor Peter Mortimore

Abstract: The Danish and English education systems are different in terms of their structures and cultures – including the relationships between the various partners, approach to the curriculum and attitude to pupils. Peter Mortimore describes the main features of the Danish system and highlights the differences between the two countries. He also evaluates the efficacy of the contrasting approaches and draws out any lessons from one system for the other.

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Climate change – global warming or global yawning?

Mick Waters, Director of Curriculum for the Qualifications and Curriculum Authority (QCA).

Abstract: In this article Mick Waters, Director of Curriculum for the Qualifications and Curriculum Authority (QCA), looks at how the curriculum can be made more relevant and appealing to young people. He describes the work that the QCA is undertaking to promote global learning and encourage children to make a connection between themselves and the world around them.

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Hidden privatisation in public education

Stephen J Ball is Karl Mannheim Professor of Sociology of Education and Deborah Youdell, Professor of Education.

Abstract: This paper is concerned with the growing tendency amongst governments internationally to introduce forms of privatisation into public education and to move to privatise sections of public education. It identifies a set of global trends in the privatisation of education.1 It is based on a report prepared for Education International (Ball and Youdell, 2008) which details the variety of forms that privatisation in and of education takes; connects these forms of privatisation to particular contexts; considers some of the impacts and consequences of these privatising tendencies for the work of teachers and students’ experiences of school; and explores some of the mechanisms and interests that are driving these changes. Examples and illustrations of the trends noted here can be found in the report

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Catchy cartoons, wayward websites and mobile marketing - food
marketing to children in a global world

Clare Corbett and Colin Walker, food campaigners at the consumer organisation, Which?

Abstract: Childhood obesity and diet-related disease in the UK is rising dramatically. Which?, the UK’s largest consumer organisation, has carried out extensive research into the promotion of less healthy foods to children including a recent analysis of the practices of leading UK food companies. In this article, Clare Corbett and Colin Walker identify the range of promotions used to promote less healthy foods to children, evaluate Government and industry action to date and discuss the need for action on a UK, European and global level.

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Ensuring fair-trade for teachers – the role of the Commonwealth Teacher Recruitment Protocol

Dr Degazon-Johnson, Education Adviser

Abstract: Roli Degazon-Johnson explores the development of the Commonwealth Teacher Recruitment Protocol and the role which the international labour movement – specifically the teachers’ unions of the Commonwealth – have played in ensuring that the human right of the teacher to mobility for employment is balanced against the impact of the loss of this human capital through “brain drain” to the education systems of developing countries and small states.

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Working in partnership to make education for all a reality

Jo Rhodes-Jiao, trained as an English teacher

Abstract: For 50 years Voluntary Service Overseas (VSO) has been making a vital contribution to education in the world’s poorest countries by sending people, not money. Here VSO’s Education Goal Leader, Jo Rhodes-Jiao, describes the impact of international volunteering on teachers and children in Africa and Asia, as well as the many rewards reaped closer to home.

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The voice of teachers worldwide

Jan Eastman, Deputy General Secretary of EI.

Abstract: Education International (EI) speaks for teachers throughout the world. Jan Eastman describes how EI’s campaigns and advocacy span human, trade union and equality rights and how the aim of education for all can unite all teachers and inspire those working in the most challenging and hostile of circumstances.

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Education: subject to global markets

Mary Compton, teaches in Wales.

Abstract: Mary Compton argues that free market education policies have had a devastating effect on education systems all over the world. In particular she examines the way in which the General Agreement on Trade in Services (GATS) is being used to entrench these policies in the developing world and their possible future effects in the UK.

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A world of CPD opportunities

Matt Cresswell is schools promotions manager at the British Council.

Abstract: Adding an international dimension to continuing professional development can be an invigorating and enriching experience, bringing teachers into contact with education professionals around the world and offering a fresh outlook on teaching or school management. To make matters even better, a range of schemes is available to enable teachers to discover what the education world has to offer.

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