Part One: The Formal Sector

The general trends in responses from Schools, LEAs, Teacher Training Institutions, Schools Library Services are detailed below. A numerical analysis of responses to each question can be found in Appendix (iii).

Schools

A total of approximately 294 respondents gave interviews or sent in completed questionnaires. Of these, 13 interviews and 81 questionnaires correspond to Oxfordshire, where there are a few very committed LEA officers. As a proportion of those contacted, the response varied considerably from area to area. All researchers managed to achieve the proposed minimum number of 'hot' and 'cold' face-to-face interviews, which allowed for additional anecdotal information.

In many cases teachers could only speak on behalf of their own classroom practice rather than the whole school or, conversely, the head teacher didn't know the detailed content of what went on in the classroom. However, the results do give an indication as to the main trends and the relative importance of issues that arise in the four areas covered.

A. Current coverage of global/international issues.

The majority response to this question was that global issues were 'fairly' important, with rather more saying that they were 'very important' than not important. The global dimension was covered mainly in Geography, followed by Citizenship and PSHE and then by Religious Education. However, a very wide range of subjects were mentioned including History, the Humanities generally and quite a high number mentioned Science. The greatest scope for further development was seen to be in Citizenship and PSHE, but a large number indicated that there was scope in all subjects. English and Literacy, ICT, Geography and History were seen by many as areas for potential development.

In the majority of schools that responded there was no one teacher responsible for the coverage of international issues. Where a teacher was identified, it tended to be a Humanities or Citizenship co-ordinator. The global dimension was not usually integrated formally into the school's development plan, though in some cases it was integrated into particular schemes of work in the Humanities subjects or into a school link with another country.

B. International connections

A relatively high proportion of schools that responded had international connections, though many of these were within Europe. Relatively few links were perceived as covering particular curriculum areas, except in some cases Geography, and to a lesser extent English and Literacy. Languages were also seen to have a higher profile in this context. However, it could be deduced that the links were largely integrated into extra-curricular activities and to the whole school ethos, rather than the curriculum.

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The nature of the link tended to be fairly evenly distributed between correspondence links, IT links, student and teacher exchanges, visitors and joint school projects. Nearly twice as many links were with Europe than with Africa, followed by Asia.

C. Current level of support

The findings indicated that the majority of schools that responded were not very dependent on outside support. In cases where support was used, it tended to be from NGOs and Schools TV in almost equal measure, followed by Professional Associations, LEAs and DECs and a variety of other sources.

The most used support was in the form of activity packs, closely followed by audio-visual material (videos and TV programmes) and artefacts. There was also use of background information, visits and, to a lesser extent, conferences. A number of other forms of support were mentioned, including library support, textbooks, newspapers and the internet.

Where outside support was not used, this was mainly because schools were unaware of what support was available. In a number of cases, it was because teachers were not sure how to contact the relevant organisations and, to a lesser extent, because the support offered was not thought relevant to the curriculum. A large number of teachers said they did not have the time to seek outside support or that resources required too much preparation time, sometimes because the relevance to the curriculum was not clear.

D Additional support that would be valued

The majority of responses identified lack time as the main barrier to including the global dimension, followed by a lack suitable resources, then a lack of adequate training. Lack of confidence was also identified, to a much lesser extent. Additional comments referred to an overcrowded curriculum, the emphasis on literacy and numeracy, and a lack of up-to-date resources that are easy to use and fit into the existing curriculum.

All the different kinds of support mentioned in the questionnaire were given high ratings, with the highest given to audio-visual resources and visitors to the school, followed closely by IT resources, then print resources and INSET. Other comments included the need for the global dimension to be incorporated into the national curriculum and 'better co-ordination of what's on offer' to make it 'easier to tap into' and practical examples for lessons.

With regard to ease of access to outside support, roughly twice as many identified 'well resourced local sources of information' as 'a single national source of information', though it should be noted that they were not mutually exclusive. Other comments included the need for a co-ordinated website and links between useful websites, NGO visits to schools and better resources (e.g. instantly visible and differentiated worksheets)

Many teachers who responded to the questionnaire identified all areas listed as important to develop, given further support. The majority identified citizenship and

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democracy, followed by sustainable development, interdependence, children's rights, diversity, social justice and global development, in that order. Another area added to the list was conflict and conflict resolution.

Seventy teachers expressed interest in participating in teachers' working groups, sixty three in classroom research and fifty six in consultation forums. Another form of participation mentioned was drama workshops.

Anecdotal information

The anecdotal evidence from face-to-face interviews served both to reinforce issues that schools felt strongly about and to bring up new issues and ideas. These included suggestions as to what schools themselves could do and also changes that were deemed necessary to create the right external climate for global education. It was pointed out, however, that much good practice is going on although it may not be recognised or labelled as global, international or development education.

Several respondents raised the need for a strong message from the government about the importance of global education, its value for pupils and where it fits in the curriculum. Some reinforced the need for a central resource, possibly a website where all information can be accessed, but at the same time, the need for local well-resourced centres that teachers can visit. Many emphasised the need for NGOs to have more direct contact with schools. Some mentioned on-site support in terms of visitors coming to staff meetings, bringing resources, information and INSET, provided it was of a high professional standard and not patronising. Ideas like a mobile unit were mentioned by a few. This was particularly important where teachers were not committed to global education or didn't have the time to research what was available. Some mentioned the need for international links to be oriented more towards the curriculum and others for global to include immigration and race issues in Britain. Some complained that many of the resources had to be re-written to fit with their curriculum needs and called for more differentiated resources.

Researchers themselves noted the value of making new contacts through the exercise and in particular spending time talking to head teachers, many of whom have shown interest in developing a global dimension in their schools for the first time.

LEAs and PDCs

In the London Authorities, 21 returned questionnaires and 10 interviews were recorded. In many ways, the responses reflected the responses obtained from schools.

A Current coverage of global/international issues.

Most respondents considered global issues 'fairly important' (12) or 'very important' (8). Geography was by far the area in which it was most prominent and could be most developed. Most did not think it was the role of any one teacher in their schools to ensure coverage and none thought that it was integrated into schools' development plans.

B. International connections

All said that there were schools with international connections, but few knew how many or had any details. Correspondence links were considered only fairly important, or not very important by most, but the majority considered IT links either very important or important. None thought student exchange visits very important and the majority deemed them not important, though the reverse is true for teacher exchange visits. Visits to the school from other countries were considered not very important by most but 4 considered them very important. Curriculum-based joint school projects were considered fairly important by half those who answered this question and either important or not very important in equal numbers by the rest.

Most indicated links with Africa (18) compared with only 8 with Europe. The curriculum areas covered were mainly Geography followed by Citizenship, RE, PSHE and MFL in equal measure and the Environment, in that order. Half the respondents were involved in some way with setting up links, in some cases in partnership with outside organisations. Half left this question blank.

C. Current level of outside support for schools

Again, LEA officers echoed the schools' responses, with a fairly even split between fairly dependent and not very dependent. Unlike the schools' responses, though, Professional Associations and LEAs were seen to be the source of most support with NGOs and DECs seen as having much less importance. Most rated Schools TV as of middling importance. As with schools, teaching packs and audio-visual materials were seen as the main form of support used. The reasons given for not using outside support were lack of awareness of what they can offer and support not seen as relevant to the curriculum. Most respondents who answered the question about their role saw themselves as brokers or links with other organisations, and as providers of materials and INSET to schools.

D. Additional support that the LEA would value

Virtually all respondents considered lack of time to be the main barrier to the delivery of global issues, though just over a third also indicated insufficient training. On the question of whether they would play a more pro-active role if they had access to outside support, only half responded, most of them favouring a register of INSET providers. Their own suggestions included quality trainers and funds to support projects and pay for cover. As with schools, LEA respondents favoured both a single national source for all information and well-resourced local sources with an emphasis on very local, i.e. not central-London based.

As with schools again, the majority of LEA contestants would be interested in developing all aspects if given additional support and there was a very positive response to future involvement. Fifteen showed interest in both particpation in regional forums and classroom research and 12 in teachers' working groups.

Anecdotal information

Respondents in London were generally very keen to hear about the research and what the outcomes would be. DECs were mentioned consistently and the need for more in

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London that are accessible to schools. Many expressed interest in training for themselves. However, it was pointed out that incorporating the global dimension in INSET on other more high priority areas would be more successful with teachers. Although all had had some training in the new citizenship curriculum, only 2 stated that their borough would recruit a Citizenship specialist.

In Hampshire, respondents indicated that most schools were identifying where citizenship should be delivered. Portsmouth was very dependent on outside support, seeing the DEC as very important. The LEA has no designated person for global issues but "we are happy to work with those who will work with us, e.g. DEC". However, there was some criticism of DECs such as not accepting Visa cards at national conferences. Lack of time and fear of being overburdened was again highlighted as a major obstacle.

In Oxfordshire there has been an International Bureau since 1997 as part of the Advisory and Inspection Service, run by an International Education Officer. It's aim is to "help in the raising of standards of achievement through the promotion of an international dimension in all our schools." Initially set up to establish links with Europe, it is now developing links with schools further afield. The biggest current gap is with schools in South America. The International Education Officer assists schools in the initial planning meetings for running events such as arts weeks with an international perspective. The History and Geography advisors are also committed to Development Education and active in schools. They favoured giving teachers the possibility for discussion group work, access to a regional or local DEC, possibly using the Birmingham model, and a central resource base. Above all, they would value any extra support particularly if geared to specific areas of the curriculum. They would be interested in helping to spread their practice to other LEAs.

In West Sussex, LEA officers pointed out that there was a difference between global education being perceived as important and it being evident in the curriculum. Unusually, art was singled out as an area for further development. It was also pointed out that the LEAs no longer have a patriarchal relationship with schools. For LEAs, the ability to be pro-active is reliant on curriculum needs or income generation. Support for schools needs to take the form of help with planning to fit DE into units of work, rather than more resources.

Teacher training institutions

As with schools, development education was not seen to be a priority area, though many tutors considered it of importance and even an 'entitlement' for all students. In citizenship, a balance was expected between the local, national and global, though in practice this was sometimes difficult because of lack of understanding in the schools themselves. Tutors required high professional standards from NGOs and suggested that they should be properly trained to work effectively with ITT/E providers. The main barrier was time, and the fact that OFSTED took little interest in global dimensions. In terms of support, respondents felt that NGOs could offer extra funding, good quality and practical INSET and more human resources to draw on. However, support needs to be drawn up in consultation with ITT/E staff.

Schools Library Service

19 responses were received for Schools Library Services. Most reported either a fair or poor level of resources in most areas, despite enthusiasm on the part of librarians. Most found out about them from their suppliers, NGO or other mailings or through word of mouth. The remainder found out through journals, conferences or websites, though the researcher believed that the latter method would increase. Suppliers would probably buy more resources if offered a good discount. They prefer books to packs, since loose-leaf items can get lost. The majority of services would welcome support, in the form of information sheets and regular listings or website information. Only 13% wanted training sessions and most did not want visits from NGO staff. Promotion usually took place through resource evenings, displays and booklists, liaison with advisers, discussion with teachers, provision of leaflets and catalogues and inclusion of resources in response to project requests.

The full report on Schools Library Services can be found in Appendix (ii).

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