The Global Learning Partnership – An Experiential Learning Model for Engaging with The SDGs

• Published in: University Partnerships for Sustainable Development Vol. 20; pp. 45 - 65
• Main Authors: Lees, Jessica, Remedios, Louisa, Bimali, Inosha, Cracknell, Carolyn, Webb, Gillian, Teckelborg, Josefine, Kalia, Rahul, Gautam, Srijana
• Format: Book Chapter
• Language: English
• Published: Emerald Publishing Limited 19.06.2020
• Subjects: Education; Inter/multicultural Education; Multicultural Education/Social Justice; global health; partnership; service learning; cultural competence; immersion; transformative learning; Sustainable development goals; inter-professional education; international collaboration; capacity building
• ISBN: 9781789736441; 1789736447
• ISSN: 2055-3641
• DOI: 10.1108/S2055-364120200000020007

Abstract In this chapter, the authors will discuss the global learning partnership (GLP), which is an innovative and evidence-informed model of experiential learning for health professional students. The model is based on partnerships between universities to promote the UN Sustainable Development Goals (SDGs) agenda. The GLP is a placement opportunity for an inter-professional cohort of visiting and local students and academics, designed as an action-orientated, community engagement learning experience focused on addressing community health and well-being needs (Goal 3). Consistent with the SDGs, strong partnerships (Goal 17) are essential to lasting impact. The aim of developing the GLP was to design, implement, and trial a new model of global placement that was sustainable, capacity building, and a genuine learning opportunity for local and international health science students, driven by the agenda to increase learning about and action on the SDGs. This model was designed to harness the strengths of existing educational frameworks recognized for the beneficial learning opportunities they provide; inter-professional learning; learning from and with communities with SDG needs; and with a three-week immersion component for building cultural competency. In addition to focusing on the SDG agenda, the GLP is unique in drawing on the knowledge and skills of local students and academics in educating the visiting students to work in geopolitically and socioculturally complex community setting building, as visitors learn from both local students and the local community about best practice. This chapter will provide discussion of the theoretical framework underpinning the model design and draw on the student and academic experience. Practice details are also provided to allow educators in other organizations to replicate the partnership model.