Global Education policy, research and practice has developed steadily in European countries over the past 20 years. This session, building on data from the forthcoming State of Global Education in Europe (produced annually by GENE  - Global Education Network Europe, based on the self-reporting of European national Ministries and Agencies) and informed by recent debates and cross-cutting policy issues identified by policymakers as key to future integration, will examine conceptual debates and foundations, outline the current and emerging policy environment for further integration of Global Education in European countries.

Issues emerging that are crucial to educational research are also at the heart of Global Education 

GENE uses the Maastricht definition of Global Education which has, over the past 20 years, enabled policy learning across borders in fields such as Human Rights Education, Global Citizenship Education, Education for Sustainable Development, Peace Education, and Anti-Racist Education; and across fields including curriculum development and reform, ITE, whole school processes, student voice, assessment and evaluation, global competencies, etc.  We trust that this may be of interest to a wide cross-section of EERA attendees, interested in these areas, or more generally in policy learning, comparative educational policy, and in funding for educational research that puts contemporary global challenges and education for justice and sustainability at the heart of educational research.               

www.gene.eu

Bourn, D. (ed) (2020). The Bloomsbury Handbook of Global Education and Learning. London: Bloomsbury Connolly, J., Lehtomäki, E. and Scheunpflug, A. (2019). Measuring Global Competencies: A Critical Assessment. Dublin: GENE. McAuley, J. (2021) The State of Global Education in Europe. Dublin: GENE (forthcoming June 2021). Nygaard, A. and Wegimont, L. (2018) Global Education in Europe: Concepts, Aims and Definitions. Dublin: GENE.