NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED563382
Record Type: Non-Journal
Publication Date: 2015
Pages: 64
Abstractor: As Provided
Reference Count: 22
ISBN: 978-0-9574-5468-2
ISSN: N/A
Global Learning in England: Baseline Analysis of the Global Learning Programme Whole School Audit 2013-14. Research Paper No. 15 for the Global Learning Programme
Hunt, Frances; Cara, Olga
Development Education Research Centre
The Global Learning Programme in England is an initiative aimed at supporting the teaching and learning of global learning in schools in England at Key Stage 2 and Key Stage 3. It is a five-year national programme of support to schools to enhance their provision of global learning. Specifically, the GLP-E works with teachers to enhance their confidence and ability to provide whole school support to global learning across their institutions. The GLP-E has a strong emphasis on research and evaluation, in particular using research evidence to support the development of better practice in the programme. The Whole School Audit (WSA) is an online data-gathering tool that respondents in participating schools complete after registering onto the GLP-E. This paper presents findings from the baseline analysis of WSA submissions for schools joining the GLP-E between June 2013 and February 2014. Specifically, the paper responds to four key questions: (1) Which schools are signing up for the GLP-E?; (2) Why are schools signing up for the GLP-E?; (3) What global learning activities are schools signing up to the GLP-E already involved in?; and (4) What are levels of global learning in schools signing up to the GLP-E? The following are appended: (1) GLP Whole School Framework; and (2) GLP-E Whole School Audit Questions.
Development Education Research Centre. Available from: Institute of Education - London. 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7612-6000; Fax: +44-20-7612-6126; e-mail: ioepublications@ioe.ac.uk; Web site: http://www.ioe.ac.uk/research/150.html
Publication Type: Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: University of London, Development Education Research Centre (DERC)
Identifiers - Location: United Kingdom (England)