OVERVIEW Globalisation, whilst bringing the communities of the world into closer contact is also making citizens across the world more conscious of inequalities. Indeed, one effect of globalisation may be to increase inequality. The global environmental crisis, refugee movements, the consumption of resources, ethnic conflicts these are catchwords which characterize the current neccessities for global justice. Current debates in education tend to refer to globalisation in relation to economic considerations. However, there are other equally important issues that need to be addressed such as what form of learning and what skills do young people require to live and work effectively in the global society in which we now live. Education for social justice requires a global perspective. This symposium initiates discussion of research undertaken in the UK, Germany, Ireland and Romania in the field of Global Education and Global Citizenship. It addresses debates that are currently taking place within these countries with the intention of providing a comparative perspective of this field of education and educational research. In particular it addresses the following questions; 1. How do we evaluate responses to a global agenda in formal education? (Hicks) 2. How do understandings of globalisation impact on formal education? Which are the theoretical frameworks to describe the increasing globalization and its consequences for education? (Asbrand/ Lang-Wojtasik) 3. Where and how does the recognition of citizenship with a global dimension occur within the formal education system, particularly the curriculum? (Georgescu, O'Cuanachain, Ibrahim). 4. What is the role of voluntary sector organisations (NGOs) in promoting global education? (Bourn) Chair: Prof. Dr. Annette Scheunpflug, University of Erlangen-Nuremberg and Prof. Dr. Audrey Osler, University of Leichester (UK) Discussant:Dr. Klaus Seitz, University of Hanover (Germany) PAPER 1 Dr. Barbara Asbrand/ Dr. Gregor Lang-Wojtasik World Society' and Consequences for Global Education The paper will contribute to the theoretical reflection about Global Education. It takes into consideration that the discussion in the area of Global Education seems to be dominated by practical concepts. The paper will describe aspects of the theory of 'World Society' (Luhmann) as an important theoretical approach which should be recognized by a theory of Global Education. Starting from this theoretical background challenges for Global Education and research gaps appear: - Dealing with complexity becomes an important objective of education if educationalists are aware of the challenges in a globalized world. Regarding this first aspect the most comprehensive considerations are presented (e.g. Scheunpflug 1996, Scheunpflug/ Schröck 2002). - The question, how legitimacy of global justice and sustainability could be defined within the 'paradigm of constructivism' remains open. Obviously this is the main dilemma of Global Education since objectives and values like solidarity, sustainability, global justice or global citizenship are fundamental in the concepts of Global Education. - That is why we do empirical research dealing with the question if or how people construct orientation related to global issues and values in a sense of 'global justice' or 'solidarity'. PAPER 2 Global education: a UK perspective Prof. David Hicks, Bath Spa University College There is currently a renewed interest in the UK on the need for a global dimension in the curriculum as witnessed by both government and NGO (non-governmental organisation) initiatives. It would thus seem important at this time to review the evolution of global education in the UK and the theoretical frameworks used to underpin the endeavour. This paper therefore explores the long- standing educational traditions of world-mindedness and child-centredness and, more recently, that of socially critical pedagogy and their collective impact on the form of global education. Analysis of a number of classic texts in the field is used to chart the emergence of a core framework for global education. Attention is also paid to dilemmas of definition, associated issue-focused fields, and their implications for policy PAPER 3 Innovation in curriculum and evaluation through Global learning Prof. Dr. Dakmara Georgescu, University of Bukarest, Romania The paper will deal with the challenges and opportunities in promoting a 'global learning' dimension in education through innovative changes in curriculum and evaluation. This is based on international comparative experiences, including the projects that IBE UNESCO is currently running in different regions of the world. The paper will consider the following questions: - What can we understand under 'global learning' (as documented in recent experiences of introducing the 'global dimension' into the formal curriculum)? - Which examples of successful practices can be described from the perspective of integrated learning, and of a competencies-based design of curriculum provisions and evaluation procedures and tools? - What are main challenges in promoting quality 'global learning'? - What are main opportunities, as documented by the lessons learned through recent projects all over the world, especially in processes of curriculum renevall in post-conflict societies? - What should be main policy concerns for promoting quality education for all from a 'global learning' perspective? PAPER 4 Action Research on human rights education Colm O'Cuanachain, University of Leicester, UK Human rights provide us with a set of universally recognised principles which can be applied in school contexts, to established shared common values, in school communities which are apparently culturally homogeneous or diverse. This paper reports on an action research project to promote human rights and democracy - essential feature of global citizenship - in an Irish primary school. The paper poses the question: to what extent can the development of a school as a model human rights community contribute towards global citizenship and understanding of our common humanity? PAPER 5 Global education in the curriculum: a comparative perpective Tasneem Ibrahim, University of Leicester, UK This paper will examine the significance attached to global citizenship in the national curricular of four countries: England, Northern Ireland, Scotland and Wales. Drawing on a web-based resource project funded by the UK Department for International Development, the paper will also analyse a number of school texts designed to support teachers and students in incorporating a global perspective into teaching and learning. It will seek to answer the question: to what extent is global citizenship being mainstreamed in the UK? The paper will conclude with an assessment of the implications of these research findings for education in other European countries. PAPER 6 Promoting Global Perspectives in Education: Partnerships Between Non Governmental Organisations and Universities Dr. Douglas Bourn, DEA London In many European countries there are non-governmental organisations who are engaged in delivering programmes and projects on global and development education. These programmes have in the main been funded from national government foreign affairs or international development ministries, the European Commission or the leading aid agencies. In England, through the work of the Development Education Association (DEA), there has been a conscious attempt to make links between these NGO initiatives and debates and discussions within universities on how the global dimension can be more effectively reflected within education. This paper will look at examples of practice between the DEA, its members and universities on how partnerships can be developed which can demonstrate the value of making connections between NGO practice and academic research. It will show the opportunities and obstacles for effective partnership linked to issues such as agendas of funders, framework of education and learning or organisational effectiveness and practice