Global Learning for Global Colleges: Creating Opportunities for Greater Access to International Learning for 16-25 Year Olds

Autor/inn/en	Bentall, Clare; Bourn, Douglas; McGough, Hannah; Hodgson, Ann; Spours, Ken
Titel	Global Learning for Global Colleges: Creating Opportunities for Greater Access to International Learning for 16-25 Year Olds
Quelle	In: Journal of Further and Higher Education, 38 (2014) 5, S.621-640 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2013.817001
Schlagwörter	Access to Education; Educational Opportunities; Global Approach; Global Education; Adult Education; Qualitative Research; Curriculum Enrichment; Observation; Questionnaires; Mail Surveys; Telephone Surveys; Social Justice; Sustainable Development; Institutional Characteristics; Semi Structured Interviews; Classroom Observation Techniques; Partnerships in Education; Institutional Mission; Teacher Characteristics; Student Characteristics; Course Content; Graduation Requirements; Performance Factors; Foreign Countries; Colleges; United Kingdom (England) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Globales Denken; Globales Lernen; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Qualitative Forschung; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Beobachtung; Fragebogen; Erhebungsinstrument; Telephone interview; Telefoninterview; Soziale Gerechtigkeit; Nachhaltige Entwicklung; Hochschulpartnerschaft; Kursprogramm; Abschlussordnung; Leistungsindikator; Ausland; College; Hochschule; Fachhochschule
Abstract	This article explores the extent to which it is possible to incorporate global learning within the further education (FE) curriculum, drawing on the findings from the "Global Learning for Global Colleges" (2009-2012) research and development project, funded by the Department for International Development (DfID). Against a background of increasing pressures on the FE sector, the project worked with six colleges in England to develop initiatives to promote global learning in the curriculum. Qualitative data were collected through observations, interviews, questionnaires and phone or email conversations with staff. The research defines global learning as not just a focus on developing skills for responding to an increasingly globalised world, but an approach to learning based on a concern for social justice, developing learners who see the relevance of their learning about global issues for their everyday and future lives. A number of factors are identified as having an influence on the process of incorporating global learning: existing institutional priorities and overseas partnerships; personal experience and enthusiasm of staff; level of subject and profile of students; exam and syllabus requirements. The findings illustrate both an enthusiasm for global learning, with colleges developing creative ways of exploring global issues with learners, and numerous challenges. The research suggests that local factors are critical and that, in the absence of a national policy requirement for global learning, these local factors need to be supported if colleges are to develop their approaches still further. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10