{"id":7022,"date":"2017-07-28T06:24:50","date_gmt":"2017-07-28T06:24:50","guid":{"rendered":"http:\/\/blogs.bath.ac.uk\/edswahs\/?p=7022"},"modified":"2017-07-28T06:24:50","modified_gmt":"2017-07-28T06:24:50","slug":"pearson-and-the-architects-of-tomorrows-world","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/edswahs\/2017\/07\/28\/pearson-and-the-architects-of-tomorrows-world\/","title":{"rendered":"Pearson and the architects of tomorrow\u2019s world"},"content":{"rendered":"

This is the front page of what Pearson<\/a> has to say about its global learning programme:<\/p>\n

The Global Learning Programme (GLP) is a funded programme of support that\u2019s helping teachers in primary, secondary and special schools to deliver effective teaching and learning about development and global issues\u00a0at Key Stages 2 and 3. \u00a0Over 5500 schools now using support provided by the Global Learning Programme. \u00a0Together with free curriculum support, resources, training and funding, the\u00a0Global Learning Programme\u00a0(GLP) is building a national network of like-minded schools committed to equipping their students to make a positive contribution to a globalised world. \u00a0Thousands of GLP schools across the country are already experiencing the positive impact that global learning can have on pupils\u2019 engagement, knowledge, skills and values. \u00a0Global education makes the learning more relevant and interesting for pupils, and so it contributes to their enthusiasm for learning.<\/p>\n

The GLP supports teachers to help pupils learn about the challenges our world faces and think critically about issues such as poverty, inequality and sustainability. It helps pupils make sense of the world in which they live and understand their role in a global society. \u00a0By using global learning to enrich the curriculum, GLP schools are finding that global learning is helping to develop critical thinking skills, promote SMSC (spiritual, moral, social and cultural development), and foster values such as respect and empathy.<\/p>\n

A recent Ofsted School Inspection Update<\/a>\u00a0notes that, as the GLP \u2018maps onto the four Ofsted core judgements and to SMSC\u2019, schools on the programme should be able \u2018to set out how the GLP is contributing to their provision and outcomes for pupils\u2019. Highlighted positively in inspection reports, global learning is reported as contributing to the enjoyment and learning of pupils in GLP schools \u2013 reinforcing their curriculum knowledge and understanding. \u00a0\"Students\u2019 outstanding spiritual, moral social and cultural development has been enhanced by the strong international links that have been well established. They are very well prepared for their role as citizens of modern Britain.\" [Extract from the March 2015 Polesworth School Ofsted report]<\/p>\n

Following the launch of the Global Goals\u00a0and the World\u2019s Largest Lesson, schools across England are building on the excitement of this vital initiative focused on commitment to world change by joining the Global Learning Programme (GLP).<\/p><\/blockquote>\n

Oddly, there's no mention of ESD. \u00a0However, if you delve deeper, you find this gets a mention in their 2020 sustainability plan\u00a0\"Read about how the Global Learning Programme is teaching children about sustainable development<\/em>\", although this seems to under-sell what they say they are doing. \u00a0For example, their sustainability report for 2016 says:<\/p>\n

\"Today\u2019s learners will be the architects of tomorrow\u2019s world. \u00a0It is imperative that we foster a generation of informed global\u00a0citizens who understand global issues such as poverty,\u00a0inequality, and climate change, and think about their role in\u00a0making society more sustainable. \u00a0A better understanding\u00a0of these issues can drive lifestyle and career choices that\u00a0impact future generations to come. \u00a0There is rising demand from educators for the integration\u00a0of sustainable development topics into content, courses, and\u00a0curricula. \u00a0By integrating sustainability-related content into\u00a0our products, we can explore new market opportunities while\u00a0making a direct contribution to Sustainable Development\u00a0Goal 4.7 (to promote sustainable development education)\u00a0and inspiring the next generation to create the world\u00a0they want.\"<\/p><\/blockquote>\n

But is this\u00a0\"integration\u00a0of sustainable development topics into content, courses, and\u00a0curricula\", what UNESCO knows as ESD? \u00a0 It sounds unlikely, although sensible.<\/p>\n

And then there's: \"Today\u2019s learners will be the architects of tomorrow\u2019s world\". \u00a0Well, up to a point Lord Copper. \u00a0Surely it's global giants such as Pearson that really see themselves in the architecture business.<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

This is the front page of what Pearson has to say about its global learning programme: The Global Learning Programme (GLP) is a funded programme of support that\u2019s helping teachers in primary, secondary and special schools to deliver effective teaching...<\/p>\n","protected":false},"author":237,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2,4],"tags":[],"class_list":["post-7022","post","type-post","status-publish","format-standard","hentry","category-comment","category-news-and-updates"],"acf":[],"jetpack_featured_media_url":"","jetpack-related-posts":[],"_links":{"self":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/7022","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/users\/237"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/comments?post=7022"}],"version-history":[{"count":0,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/7022\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/media?parent=7022"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/categories?post=7022"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/tags?post=7022"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}