You are being invited to complete this survey as a teacher/educator, as part of our consultation process. We greatly appreciate your time - many thanks.
 
The Department for International Development (DFID) is developing a new approach to delivering development education in the UK. The results of this survey will feed into the design of a new programme which will commence in 2018.

Development education aims to inform learners about global issues, such as poverty, climate change, and international trade, and equips them with the skills, knowledge and values they need to live and work in a globalised economy. The OECD’s Development Assistance Committee (DAC) have long acknowledged that educating those in donor countries about aid is critical to long-term international development efforts.

DFID is developing a new approach to delivering development education in the UK. We currently fund two programmes in this area:
·       Connecting Classrooms, which facilitates partnerships between UK schools and those in developing countries, and provides teacher training and materials on core “21st century” skills (digital literacy; critical thinking and problem solving; creativity and imagination; student leadership; collaboration and communication; and global citizenship); and
·       Global Learning Programme, which aims to increase and improve the delivery of development education in UK state schools by providing teacher training and materials on global issues. 

Both programmes come to an end in July 2018. This provides us with the opportunity to examine both the content and delivery of development education in the UK, and source new ideas on how to ensure that the UK’s children are equipped to deal with the international challenges we face. To this end, we invite you to give us your views on the future of development education in the UK.
 
The survey will close on 31 October.

* 1. Content
What skills, knowledge and values do schoolchildren in the UK need to make a contribution to tackling global poverty, and to thrive in a globalised, outward-looking economy and society?

* 2. Methodology
What are the best methods for teaching such skills, knowledge and values? For example, e-learning, community projects, textbook study, classroom debates etc. What resources are needed to deliver development education effectively? Do you have any views as to whether the emphasis should be on developing expertise in development education amongst teachers, promoting innovation in the classroom, resource development, or extra-curricula activities?

* 3. School partnerships
Evidence shows that educational partnerships between UK schools and those in developing countries can be particularly effective in increasing pupils’ cultural understanding and knowledge of development issues. What are the best ways to create and sustain these partnerships? How can we ensure that, through some form of mutual learning, the programme can contribute to improving the quality of teaching and learning in developing countries?

* 4. Participation
Whilst the Global Learning Programme and Connecting Classrooms in the UK have involved more schools in development education than any previous government-funded initiatives, it remains a challenge to recruit and sustain a school’s involvement. How can we encourage UK schools to take part in any future programme?

* 5. Delivery and design
Do we need different approaches for each of the four nations of the UK, given the devolved nature of education policy? One of the successes of the Global Learning Programme across the UK has been that they have been teacher-led. Do you have any observations about the strengths and weaknesses of having teacher-led programmes? How can DFID ensure that any future programme recognises the expertise and experience from civil society organisations and higher education providers, including local Development Education Centres?

* 6. Research and Evaluation
A strength of development education in the UK has been its strong evidence-based approach. This has been a feature of both Connecting Classrooms and the Global Learning Programme. What do you see as the most important issues to consider in ensuring that research and evaluation remain central to any future development education programme? What are the best ways of measuring the impact of development education?

* 7. What's your name, role, and school/organisation?

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