How will the impact of the GLP be measured?

Ulster University is carrying out research to investigate the impact of the Global Learning Programme (GLP) on schools’ development of a whole school approach to global learning. This includes examining the programme's affect on the capacity of teachers to deliver global learning, while also exploring how it is helping pupils achieve global learning outcomes. This research is led by Dr Lesley Abbott, supported by Professor Linda Clarke. We’d like to thank them both for their efforts.

Evidence is being gathered through two main avenues:

1. In-depth interviews with pupils and the teachers from six GLP schools selected from across Northern Ireland. Starting from when they are either in P5 or Year 8, pupils will be interviewed at the end of three successive school years to ascertain the extent to which they have achieved global learning outcomes, while teachers will discuss the delivery of global learning within their schools.

2. Online surveys completed by teachers involved in implementing the GLP in schools from our first two training cohorts.

All respondents are assured of complete anonymity. Reports will be issued on an annual basis, analysing the feedback we have gathered up until that point.
   

The results so far

Download Year 1 Research Report

Download Year 1 Research Report Short Summary

Download Year 2 Research Report
  

Key recommendations for schools from the Year 2 report

Teachers should ensure that pupils’ global learning knowledge and skills become more firmly embedded as they progress through each school year. Specific planning should include meaningful, age-related tasks to foster their engagement and provide continuity of experience.

The reasons for global learning activities should be explained to increase pupil motivation and to enable them to see how their learning has progressed.

 Teachers should provide opportunities for pupils to explore and analyse the potential impact of a broad range of actions for responding to global poverty and inequality, and support them in choosing and carrying out their action.

See the Year 2 Research Report (downloadable via the link above) for more recommendations.
   

Feedback from teachers on the impact of attending GLP training:

“[The] GLP has restored my faith in the education system!... We need young people who can find solutions to current problems and reduce the risk of creating new ones. They can do that better when equipped with critical thinking skills and a balanced knowledge and understanding of the world around them.”

“I came back to class more motivated to teach children about global injustice and sustainability… [I feel] motivated to encourage the other staff to make teaching about global injustice an essential part of our teaching.”

“Through this course I have realised the importance that I as an educator play in tackling global issues, everyone can make a difference and by helping children to understand at an early age you are combating problems that may arise in the future.”

“There is a real willingness amongst the whole staff to promote the concepts of justice, equality, interdependence and sustainability.”

“A Global learning team was created with one rep from each year group. My training was discussed and we focussed this year on each year group teaching about one aspect of global learning through a topic. Resources available were shared and discussed. By the end of the year we had achieved the goal of every child learning about one aspect of global learning from P1-P7.”

“This training has provided the school with the opportunity to focus directly on the development/progression of Global Learning via the School Development Plan.”

“This training has broadened my own horizons and caused me to question my thinking, approaches and language used in the classroom in relation to poverty and inequality.”
    

Feedback on the impact of global learning on pupils:

“[Global learning] enables pupils to see and understand the world slightly better. I think it also allows pupils to feel a sense of injustice about how unfair the world is.”

“I have realised that HOW a teacher approaches the subject is key - allowing space for pupils to discuss, explore and understand new perspectives. If we can change stereotypes in children the future generations will be equipped to think differently and take steps towards change.”

“The children are more aware of issues, they are more interested and engaged than before and are more willing to debate and discuss the issues raised on a global scale.”