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Scoping Study
During the first year of this project we have carried out a wide range of activities to foreground the rest or our work. It has been a complex and time consuming process, made harder because of COVID-19. In the coming months we will be launching the relevant papers, models and frameworks that we've developed from this page.
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Updates as of May 2021
We’re pleased to report that we've completed:
We’re pleased to report that we've completed:
- Our Systematic Literature Review and Higher Education Review, both of which have been submitted for publication in peer-reviewed journals.
- Our Policy Review and Non-Formal Education Review, both of which have been accepted as book chapters for a forthcoming volume on developing globally engaged teachers.
- Our School Review, the findings of which will be turned into an infographic and shared on our website.
Systematic Literature Review
This first activity included an in depth review of literature from peer review journals that was driven by the question: "How is Global Competence taught in Initial Teacher Training Programmes?" We initially found over 500 papers which we whittled down to 72 through a rigorous selection process, which then underwent a full review. We've found lots of really interesting models, processes and ideas to both inform our future work and draft into an academic journal article.
This first activity included an in depth review of literature from peer review journals that was driven by the question: "How is Global Competence taught in Initial Teacher Training Programmes?" We initially found over 500 papers which we whittled down to 72 through a rigorous selection process, which then underwent a full review. We've found lots of really interesting models, processes and ideas to both inform our future work and draft into an academic journal article.
Policy Review
Not all European national states appear to value the need for Global Competence education. Therefore, this activity set out to review local, national and international directives on Global Competence regarding initial teacher education / training.
Not all European national states appear to value the need for Global Competence education. Therefore, this activity set out to review local, national and international directives on Global Competence regarding initial teacher education / training.
Higher Education Review
The HE Review sought to find out the great practice that is already happening around the EU and beyond in Higher Education. The findings from this have been submitted for publication in an paper entitled: "Are teacher education programmes globally competent? A study across Europe and USA" and you can find the abstract to that paper on our Research Page.
The HE Review sought to find out the great practice that is already happening around the EU and beyond in Higher Education. The findings from this have been submitted for publication in an paper entitled: "Are teacher education programmes globally competent? A study across Europe and USA" and you can find the abstract to that paper on our Research Page.
School Review
For appropriate training and awareness raising to take place, it's important to understand how Global Competence is integrated within schools currently. In previous projects the three organisations involved in this activity have seen small pockets of good work, however these and others need to be more formally captured and reviewed. Indeed, it is well documented that teachers need to see ‘a variety of living examples of implementation, as practiced by teachers with whom they can identify’ (Black & William, 2010). So this activity has not only uncovered examples of where teaching about global competence can be found, but has provided us with examples to share with schools, teachers and leadership teams.
For appropriate training and awareness raising to take place, it's important to understand how Global Competence is integrated within schools currently. In previous projects the three organisations involved in this activity have seen small pockets of good work, however these and others need to be more formally captured and reviewed. Indeed, it is well documented that teachers need to see ‘a variety of living examples of implementation, as practiced by teachers with whom they can identify’ (Black & William, 2010). So this activity has not only uncovered examples of where teaching about global competence can be found, but has provided us with examples to share with schools, teachers and leadership teams.
Non Formal Review
It is the experience of the project team that non-formal learning sectors are currently engaged in ad hoc work associated with the emerging field or Global Competence. Therefore, this activity was vital to explore how Global Competence is integrated into other learning contexts e.g. European Youth Work organisations, UNICEF, Duke of Edinburgh Award, Scout Movement etc. The findings from this will be used in our other activities.
It is the experience of the project team that non-formal learning sectors are currently engaged in ad hoc work associated with the emerging field or Global Competence. Therefore, this activity was vital to explore how Global Competence is integrated into other learning contexts e.g. European Youth Work organisations, UNICEF, Duke of Edinburgh Award, Scout Movement etc. The findings from this will be used in our other activities.
