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Education for Sustainable Development: Graduates as Global Citizens Centre for Global Perspectives 2009

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... global perspectives (and sustainable development) inform the planning process ... citizens' who might foster international understanding.' (David Lammy, MP, 2008) ... – PowerPoint PPT presentation

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Title: Education for Sustainable Development: Graduates as Global Citizens Centre for Global Perspectives 2009


1
Education for Sustainable Development Graduates
as Global CitizensCentre for Global
Perspectives 2009
2
The aim at BU
  • To enhance the global perspective, the
    multicultural experience of education and through
    this, the employability of BU graduates (UK and
    international).
  • Development of approach endorsed in 2005
  • To ensure that all graduates are aware of and
    confident in dealing with issues relating to
    sustainable development and global
    perspectives.

3
Three aspects
  • Developing the curriculum all programmes have
    to address GP and SD
  • Using the extra-curricular volunteering,
    mobility awards, global cinema etc
  • The University as a Global Citizen
  • CSR
  • FAIRTRADE
  • Environmental Policy
  • Work and well-being

4
Global Perspectives a holistic approach
5
A holistic approach to agendas(Shiel Mann 2005)
6
The Centre for Global Perspectives (CGP) (Petford
Shiel, 2008)
  • Cross-institutional, cross- discipline working to
  • support the aim
  • To ensure that all graduates will be able to
    evaluate the impact of globalisation and
    sustainable development in their personal and
    professional spheres, now and in the future.
  • And to lead activities to develop
  • Active and employable citizens who might
    foster international understanding. (David
    Lammy, MP, 2008)

7
CGP areas of activity
  • Education curriculum development
  • Internationalising the student experience
  • Extra-curricular
  • Experience of other cultures - mobility
  • Developing staff capability
  • Leading role in International Strategy, Fair
    Trade, Carbon Management, SD

8
Conference Aims
  • To share experience and learn from one another
  • To explore how what might seem to some as
    disparate agendas might overlap and to identify
    the tensions and contradictions between
    sustainability, global citizenship,
    internationalisation
  • To develop a better understanding of what global
    citizenship might involve and explore ways to
    secure learning that develops global citizens who
    understand the need for sustainable development
  • To seek further ways (through the curriculum and
    extra-curricular) to prepare students for a
    future that is uncertain and to empower them to
    contribute to a more just and sustainable world.

9
The frog in the well marvelled at the expanse
of water before it. But the frog could not
comprehend the ocean outside the well. (Chuang
Tzu quoted by Leask 2005) Understanding the
worlds of our students understanding our own
muddy silos
10
Survey data
  • 301 students completed the questionnaire 496
    visited the questionnaire but failed to complete,
    perhaps due to
  • the length of the questionnaire
  • timing final year exams
  • questionnaire being Internet-based
  • Participation from across the University
  • The School of Health and Social Care 23
  • The Media School 20
  • School of Services Management 16
  • School of Conservation Sciences 13
  • Design, Engineering and Computing 13
  • The Business School 13
  • Other Partner Colleges 2.

11
The Centre for Global Perspectives Student
Questionnaire Results Participation
  • Ss from 38 different countries participated 243
    respondents from the UK.
  • Circle of friends, UK Ss VS. International Ss.

UK students
International students
12
CGP Student Questionnaire Results
  • Perceptions of UK and International students of
    each other
  • 1. 60 of International Ss want to get to know
    more
  • UK Ss 60 UK Ss want to get to know
    more
  • International Ss.
  • 2. 46.3 UK Ss disagree that International Ss
    are hard
  • to get to know however, 49.2
    International Ss
  • agree that UK Ss are hard to get to
    know.

13
CGP Student Questionnaire Results
  • Perceptions of UK and International students
    (cont)
  • 3. 70 UK Ss agree that International Ss are
    friendly when you get
  • to know them 70 International Ss
    agree that UK Ss are
  • friendly when you get to know them.
  • 4. Negative perceptions of International Ss
    towards UK Ss include
  • - the fact that we have different
    backgrounds and we cant take
  • part in their everyday conversations
    on popular british music, tv
  • shows etc and that we dont share the
    same passion on issues
  • like getting drunk or promiscuous
    relationships
  • - a lot of them are just irresponsible
    drunkards
  • - binge drinking culture

14
CGP Student Questionnaire Results
  • Interesting observations
  • 1. Almost 50 of UK respondents suggest that
    the lack of opportunity to
  • mix makes it difficult for them to make
    friends with International Ss.
  • 2. Language barrier is the second main reason
  • 3. Both the UK and International groups agree
    that SS are in their own
  • cliques and it is hard to break through
    the clique.
  • Are you a citizen of your own country or the
    world?
  • Own country 37
  • The world 16
  • Both 43
  • Dont know 4
  • When asked to rate how aware they are of current
    global issues on the scale of 1(lowest) to
    5(strongest), majority think they are aware with
    44 at the scale of 4 and 19 at the scale of 5.

15
CGP Student Questionnaire Results
  • In listing the global issues that concern them,
    the top 4 frequently mentioned include
  • -Global warming/ Climate change
  • -Poverty
  • -Economic crisis
  • -War
  • Other issues include
  • -biodiversity loss
  • -declining indigenous culture
  • -China as a superpower
  • -Religious Hatred

16
CGP Student Questionnaire Results
  • How often do you do the following?
  • -Three main actions that see 50 of
    participation from respondents
  • switching off lights, recycling and
    turning the tap off when brushing
  • teeth.
  • - Possible reason ? students see those actions
    as simple, with
  • immediate effects and results.
  • - Recycling old mobile phones and buying fair
    trade products see
  • less participation from respondents.

17
CGP Student Questionnaire Results
  • Their concerns about the near future
  • - 3 main concerns ?having enough money,
    keeping
  • healthy and finding employment
  • - This is probably due to recent global economic
    crisis
  • and the rise in unemployment rate as
    highlighted by the
  • media.
  • - Only 24 of the respondents are interested and
    keen
  • on working for an international company.

18
CGP Student Questionnaire Results
  • 27 respondents believe that their courses do
    not enable them to understand
  • global issues and the importance of sustainable
    development.
  • A more interesting revelation ? of 83
    respondents who either disagree or strongly
  • disagree with that statement, 30 (25) are from
    the Nursing and Midwifery courses.
  • Pleasingly, 74 of students believe that they
    will have skills appropriate for global
  • employability.

19
CGP Student Questionnaire Results
  • What more could BU do to enable students to
    understand global
  • issues better?
  • - 26 suggest more lectures, seminars and
    workshops, with several
  • suggesting that these should be
    obligatory, or built in to their
  • courses rather than extra-curricular.
  • - 23 suggest newsletter/ information including
    email and Facebook
  • several mention the Students Union
    involvement and NERVE
  • magazine (SU publication) including more
    global issues.
  • - 9 suggest awareness raising days/ events/
    conferences
  • - 7 suggest more opportunities abroad,
    including placements,
  • internships, summer school, funding and
    links to similar courses of
  • study.

20
CGP Student Questionnaire Results
  • What more could BU do to enable students to
    understand global issues better (cont)?
  • - 5.5 highlight issues related to social
    groups/ socialisation ?
  • more opportunities for cross-cultural
    mixing, clubs and
  • societies.
  • - 4 highlight BUs corporate role in terms of
    environmental
  • issues, including turning off lights/
    PCs, more Fair Trade
  • products, the need for more recycling,
    more fair trade not
  • Nestle and diverse food.
  • - 3 suggest campaigns/ demonstration and
    rallies including a
  • march, protests and a
  • campaign in Halls of Residence on recycling.

21
CGP Student Questionnaire Results
  • Who has the most responsibility in securing a
    sustainable future?
  • - Ss given 7 options to rate on the scale of 1
    to 8 Government, Schools,
  • Universities, Parents, United Nations,
    Individuals, Industry/ Companies.
  • - 55 of the respondents feel that
    Individuals have the most
  • responsibility for securing a sustainable
    future.
  • - This suggests ? Ss feel responsible for their
    own action they can make a
  • difference in making the world a
    sustainable place for future generations.
  • - 50 of respondents ? Government has the most
    responsibility for
  • securing a sustainable future.

22
The Centre for Global Perspectives Student
Questionnaire Results Perception
  • How willing are you to participate in an
    international activity as part of your degree?
  • - Most definitely 53 (159)
  • - Possibly 36 (109)
  • - Not likely 8 (23)
  • - Not sure 2 (6)
  • - Never 1 (4)
  • Reasons that respondents give for not wanting to
    engage with international mobility fall mainly
    into 4 categories -
  • - Costs
  • - Family/ Partner (some respondents indicate
    responsibility for childcare)
  • - Lack of confidence/ language skills (some
    suggest that it might be quite
  • intimidating and lonely)
  • - Lack of interest in other cultures
  • One respondent mentions carbon emissions on
    flights

23
CGP Student Questionnaire Results
  • What sort of activity would you like to engage in
    as part of your course and for how long?
  • Local voluntary work and international summer
    schools are the most popular activities ? the
    ideal timeframe generally being one month.
  • In listing the top 3 countries to work/study as
    part of their studies
  • - USA, the most popular destination with almost
    23 respondents
  • putting it as their first choice
  • - A popular second choice is Australia, followed
    by Africa and China.

24
CGP Student Questionnaire Results
  • How far do you agree with these statements?
  • The majority of respondents appreciate the need
    to understand global issues and other cultures in
    terms of their future career.
  • This finding corresponds with previous result
    showing 66 of respondents claiming that they try
    to learn from SS from other countries to
    understand their cultural perspectives.

25
CGP Student Questionnaire Results
  • Would you like more information about
    opportunities to participate in the local
    community?
  • 55 (165) ? YES 45 (135) ? NO
  • What does fair trade mean to you? Do you buy
    fair trade products whenever you can?
  • - Only two respondents fail to complete a
    definition. Most
  • respondents generally are able to articulate
    what is involved.
  • - Approximately 82 purchase Fair trade
    products 22.6 ?
  • whenever they can, 15.9 ? DO NOT.
  • Can your actions shape the future?
  • 47 (YES) -- 43 (SOMETIMES)
  • 6 (NO) -- 4 (NOT SURE)
  • This finding relates closely to the previous
    result ? 50 SS believe that the Individuals
    have the most responsibility in securing a
    sustainable future.

26
CGP Student Questionnaire Results
  • What do these terms mean to you?
  • Most demonstrate understanding of some aspects of
    the terms some responses are more limited.
  • Generally the answers reveal that SS have a
    clearer idea of Global Perspectives and
    Sustainable Development but a less clear idea
    of Internationalisation.
  • Responses on Internationalisation include
  • everyone is everywhere
  • something to do with computing?
  • and the cynical comment
  • Largely pointless and can be traced as one of
    the reasons that the recession is a global
    recession.
  • A good response on Global Employability
  • Being culturally aware and intelligent,
    respecting cultures and behaviours, readiness to
    work outside
  • your own country
  • Only 7 of respondents have no idea what Global
    Perspectives means 6 do not or cannot address
    Sustainable Development or Global
    Employability over 10 do now know how to
    explain Internationalisation.

27
CGP Student Questionnaire Results
  • What makes a good global citizen?
  • - Ss responses vary from shorter definitions to
    long reflections. Generally the question
  • is answered well this could be because
    global citizenship is well-promoted within BU
  • Many responses include comments about being
    kind to others, being selfless, making the world
    a better place and understanding the local/global
    connections.
  • Someone who is concerned with issues on a
    local and international level. Someone
  • who wants to make the world a better
    place for everyone and isnt just concerned with
  • their own welfare.
  • Many reference respect for diversity, tolerance,
    helping and joy of life.
  • A good global citizen is much the same as a
    good citizen in general, being kind and
  • treating others with respect of their
    cultural, religious wishes, being able to adapt
    to
  • different situations to find a mutual
    benefit with regards to the persons objective,
  • enjoying and giving enjoyment in life,
    taking only what you need and giving in return.

28
CGP Student Questionnaire Results
  • A good global citizen is someone who
    understands not just local issues, but issues
    that
  • involve the wider world. These citizens
    will have a longing to understand how to help and
    engage others, and will want to lend their
    services to others. He/She will understand
    cultural
  • differences and will treat all citizens
    with respect, giving their time and effort for no
    other
  • reason than the fact that they want to
    help to provide stability, knowledge and skills
    to those
  • around them and for future generations
  • Many include reference to the planet, the future,
    having curiosity and being
  • willing to learn.
  • One who does not see divides One who does
    not define themselves by race One
  • who is not fearful of unfamiliar custom
    One who seeks fairness and justice One who
  • embraces everything with curiosity and
    tolerance
  • The only NEGATIVE response suggests that
  • there is no such thing as a good global
    citizen, you look after yourself first, self
  • preservation is a natural instinct.

29
The impact of global issues and their
implications in the personal and professional
spheres
UK target to cut CO2 emissions by 80 by 2050
30
Exploring the territory beyond the well
31
Further developments
  • Further analysis of survey to correlate with
    Schools
  • Development of mobility programme
  • Further research on skills development for
    employability
  • Global Learning series
  • Extra-curricular award
  • More on internationalisation at home

32
Preparing learners to work effectively across
cultures in a context of global employability
cannot be ignored it is critical for our
students and will be critical for the economy.
Only when an international ethos pervades
everything that we do, can we say that we make an
effective contribution to global education.
(Shiel 2008)
The real challenge We are preparing them for a
future that is evolving and uncertain how could
we do this more effectively?
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