Global Learning for Global Colleges: creating opportunities for greater access to international learning for 16-25 year olds

• Published in: Journal of further and higher education Vol. 38; no. 5; pp. 621 - 640
• Main Authors: Bentall, Clare, Bourn, Douglas, McGough, Hannah, Hodgson, Ann, Spours, Ken
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 01.01.2014; Taylor & Francis Ltd
• Subjects: Access to Education; Adult Education; Classroom Observation Techniques; Colleges; Continuing education; Course Content; Curricula; curriculum; Curriculum development; Curriculum Enrichment; Educational Opportunities; England; Foreign Countries; further education; Global Approach; Global Education; global learning; Graduation Requirements; Institutional Characteristics; Institutional Mission; intercultural understanding; international development; Mail Surveys; Observation; Partnerships in Education; Performance Factors; Qualitative Research; Questionnaires; Research and Development; Semi Structured Interviews; Social Justice; Student Characteristics; Sustainable Development; Teacher Characteristics; Telephone Surveys; United Kingdom (England)
• ISSN: 0309-877X; 1469-9486
• DOI: 10.1080/0309877X.2013.817001

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.