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NWGEN Objectives

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NWGEN had 3 core objectives, which fed into and supported one another. Developing and advocating the delivery of a global dimension in schools enabled a network of shared learning across the region.

Objective 1 - Local Learning Networks of Schools (LENS Clusters):

Rationale: To embed the global dimension in clusters of schools across the region through a process of shared peer learning and activities. Going to the schools directly (via clusters of teachers, interest groups etc) is the best way of maximising our impact since schools are now much more autonomous.

  • Work directly with schools in clusters to form local learning networks. In many cases the clusters already exist for other purposes and we are able to piggy-back on this.
  • Embed the global dimension in the schools through a process of shared learning and activity, developing work with the LENS schools and bring in additional school clusters.
  • Encourage schools to work on issues relevant to them as starting points, with a view to embed the global dimension.
  • Focus on teaching and learning and helping schools achieve the aspirations they have for pupils and staff as global learners.
  • Develop self-sufficient and self-motivated clusters with a large cohort of teachers trained and confident to steer the direction of the cluster they are in and take increasing responsibility for school work
  • Enable teachers to access local support including CPD on methodologies, resource materials and linking the global dimension to local needs.
  • Embed the work of ‘Southern' artists and other educators into school work.
  • Develop sharing and learning events for LENS schools to develop peer learning and celebrate good practice and successes

Objective 2 - Advocacy:

Rationale: To demonstrate and advocate the value of a global dimension in formal education to schools, statutory and voluntary sector organisations in the North West

  • Lead teachers in LENS schools will become more of a driving force for peer to peer learning, NWGEN activity and strategy, encouraging teachers to progress through professional standards such as Advanced Skills Teacher and Excellent Teacher status, which require time out of school to teach other teachers.
  • Collate and publicise research, case studies and evidence about the impact and effectiveness of a GD approach through ‘global dimensions' magazine and other materials. The content will largely come from teachers - their stories of how they have used the global dimension. With the option to return to some of the schools again in subsequent years to show how learning can gradually be embedded, with many different benefits.

Objective 3 - Regional Learning Network:

Rationale: To build capacity and long-term sustainability of organisations delivering a high quality global dimension through CPD programme and seminars, aimed at teachers, practitioners, organisations and institutions.

  • Develop sharing / CPD programme aimed at encouraging the inclusion of other perspectives (including those from the ‘south') on relevant issues.
  • Support practitioners in learning together by documenting, facilitating and building individual, organisational and collective capacity to contribute to the inclusion of global dimension in formal education.
  • Develop capacity and embedding of Southern Perspectives into global education in collaboration with the LENS coordinators. This will contribute to the LENS programme by providing additional support to the schools; it will develop the skills and confidence of the Southerners in linking their work with global issues; and it will encourage schools to continue links with the artists separately from this project.
  • Work with relevant organisations and individuals to ensure that a global dimension is within their thinking and activities by staging partnership events where practical, showcasing the benefits of a global dimension (with LENS schools as exemplars) and encouraging their participation in the LENS work.

Capacity building in LENS schools and through the learning network is intended to encourage sustainable work into the future. In the final years of the programme, NWGEN will review, evaluate and share overall learning to ensure that the learning networks are sustainable once DFID funding ends. We will consult within the network to establish the most feasible way of achieving this, including organising any necessary funding.