DEPARTMENT FOR INTERNATIONAL DEVELOPMENT

ENABLING EFFECTIVE SUPPORT

A consultation process funded by DFID - Final Report - 26th March 2002

A Research and Consultation process carried out by the South East Region Development Education Centres (SERDEC) and the London Development Education Schools Group (LSESG)

Project co-ordinator: Lynette Aitken

Abbreviations

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Methodology

Research was carried out by 14 organisations and individuals covering 12 different sub-regions within Greater London and South East England. The research covered the formal sector (schools, LEA and PDC officers, schools library services and teacher training institutions) and organisations that either currently deliver or could potentially deliver DE to the formal sector.

The methodology was not strictly 'scientific' in the sense that it did not include a random cross-section of the target group and therefore cannot be seen as representative of that group. However, a conscious effort was made to include both 'warm' or 'hot' contacts (i.e. people known to be involved to some extent with development education) and 'cold' contacts in roughly the same proportion. An effort was also made to represent a broad social mix, and to include both primary and secondary schools, rural and urban, state and private or faith schools. More details on research organisations and target groups can be found in Appendix (i).

A questionnaire was sent out by the researchers to their target groups, with a letter requesting interviews and offering participation in a forum at a later date. The term 'Development Education' was avoided because it was deemed to be confusing to most teachers. Terms like global and international, though not wholly satisfactory, were thought more suitable. The questionnaire covered three main areas:

A) Current coverage of global/international issues.
B) International connections
C) Current level of outside support
D) Additional support that would be valued

Schools. A period of desk research was allotted to identify a range of schools. The number of letters sent out varied from researcher to researcher but the aim was to achieve at least five 'hot/warm' interviews and five warm/cold interviews. This was generally achieved, despite many difficulties, which were mainly due to pressure on teachers' time. Researchers often found that their letters, messages and calls were left unanswered or that teachers felt the subject was not enough of a priority area for them to spend time on. Many teachers complained of being inundated by questionnaires and other demands on their time. Some questionnaires were only partially completed, and questions that involved ranking sometimes proved problematic.

The fact that over half the schools that responded had some sort of international connection would suggest that the majority were to some extent already 'committed', although links tended to be within Europe. Another factor that might affect the results is the disproportionately high number of respondents from Oxfordshire, where the level of engagement with development education would appear to be uncharacteristically high.

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Note: One outcome of the methodology used was that it served as an awareness-raising tool in itself. Many schools became aware of the outside support available, and will be incorporating a global dimension in their work as a result of the research. Some schools commented that it had served as a useful auditing or evaluation exercise for them. On the other hand, DECs have expressed fears that it may have raised unrealistic expectations about the level of support teachers might receive.

LEAs and PDCs

London-wide research into LEAs was carried out as a separate exercise. However, in the counties, and in Fulham and Hammersmith (West London) the Formal Sector researchers included LEAs as part of their remit. Researchers found a similar problem of access as with schools, encountering difficulty in finding someone to talk to, and global education being considered too low a priority for time to be spent on interviews or questionnaires.

Where researchers have integrated information on LEAs into their Formal Sector reports, this has been included in the Results under Schools. Where it was recorded separately, it has been combined with the Results of the London-wide research under LEAs and PDCs.

The centres approached included one or more In-Service Centre, LEA Education Centre or Department, Environmental Centre, PDC, School Effectiveness, Lifelong Learning, and Teachers' Centre. In other areas, a Travellers' Unit and Museum Service were also contacted. Titles of individuals included Inspector, Advisor or Officer for General Education, Inset, Humanities, RE, Science, Environment or LA21 and Primary.

Teacher training institutions

A schedule of questions was adapted from the schools questionnaire and sent to 22 institutions in London and the South East. In total, 7 institutions responded, most giving face-to-face interviews.

Schools library services

A specially designed questionnaire was sent out to 37 Schools Library Services in London and the South East. The full results of this research can be found in Appendix (ii).

Development Education Sector

Initial desk research was carried out by a research team to identify organisations to be approached in the consultation process. These included the DEA membership, recommendations from colleagues and the database of the researching organisation, Praxis. A total of 185 organisations were contacted.

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Consultative forums

Five consultative forums took place, in Tower Hamlets, Camden, Coulsden, Winchester and Milton Keynes. These brought together a variety of potential 'stakeholders' from the formal and NGO sectors to discuss the issues face-to-face. Participants were mainly contacted through the researchers by means of an email notice or flyers. The forums focussed mainly on the problems associated with the delivery of the global dimension and the solutions, looking at possible long- term, medium- term and short-term strategies.

Participants' 'brainstorming'

When the results of the interviews and consultative forums had been considered, participants in the research met to discuss the implications for a strategy for the South East.

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