Through policy dialogue, countries will determine which components) will most effectively deliver local educational objectives and adjust their in-country offer accordingly. So, in one country professional development may take up a greater proportion of the overall offer, whereas in another school partnerships may take priority.
Lots of programme in BC schools EU – Comenius DGSP – DFID Connecting Classrooms
The Qualifications and Curriculum Development Agency - the government agency responsible for developing the curriculum in England - did some research and came up with these characteristics. And we - the British Council – tested these characteristics with educators in some of the countries in which we work. So how do we help young people to develop these characteristics? How do we prepare them to become global citizens? We believe that this is where partnerships between schools and school systems play an important role.
Differences overseas and UK ? Everywhere except England – people come up with a strong national identity as being an important part of being a Global citizen This is what the the ed dept of Kabul came up with
From Learning for the 21st Century , a report from a new public-private coalition known as the Partnership for 21st Century Skills ( www.21stcenturyskills.org ), articulates a vision of how schools can best prepare students to succeed in the first decades of the 21st century.
What important factors are there in developing these partnerships?
In order to get there – what do you need ?
Raising standards through international links
School partnerships Professional development Accreditation & awards Schools Online Schools Online Quantitative Qualitative (E.g. funded) (Online/easy-access) British Council Schools Policy dialogue & reform, benchmarking Exchanges & long term visits
ENRICHED EDUCATION – Sustained collaboration between the UK and other countries on professional development, curricula & systemic reform and policy dialogues provides improved educational outcomes for young people.
GLOBAL CITIZENSHIP INCREASED - Young people and educators demonstrate an increased capacity in the skills, understanding and outlook required to work in a global economy and contribute responsibly to society, locally and globally.
Share your learning – resources, activities, project forums
Gain recognition – International School Award
Join the new British Council Schools Online community and get regular newsletter updates of the International School Award and all other opportunities for schools. www.britishcouncil.org/schoolsonline
With thanks to QCDA creative makes connections questioning communicates well confident global citizen thirst for knowledge curious generates ideas multilingual perseveres listens and reflects critical self-editing skilled shaper literate willing to have a go thinks for themselves shows initiative gets on well with others makes a difference acts with integrity self-esteem ‘ can do’ attitude learns from mistakes independent
How to Build a Student for the 21st Century. TIME Magazine, December 18, 2006
“ This is a story about…whether an entire generation of kids will fail to make the grade in the global economy because they can’t think their way through abstract problems, work in teams, distinguish good information from bad, or speak a language other than English.”
A report by Owen Education for CfBT called, “To the next level: good schools becoming outstanding ” has aimed to analyse the processes by which good schools move on to become outstanding. Issues examined in the research included:
the common features of leadership, organisation and culture which help good schools in their journey towards categorisation as outstanding by Ofsted;
the story of those schools which have moved to the next level and what are the obstacles facing those schools still on the journey
the kinds of support (including collaboration with other schools) that are most effective in achieving the transformation.
“ A number of schools commented that a key feature of the journey from good to outstanding was the significant number of staff working on external agendas , sometimes linked to training-school status. These schools enjoyed partnerships with other schools and education providers; their staff were constantly bringing good ideas back into their classrooms from external sources. One head teacher described the outstanding school to be one which is, naturally and in all that it practises, ‘an outward-facing school’ .”