RCE Scotland - 2020

Location

University of Edinburgh
Room 1.17 Charteris Land, Holyrood Road Edinburgh
United Kingdom
GB
Supporting global collaboration and professional learning: Connecting Classrooms through Global Learning.
Basic Information
Title of project : 
Supporting global collaboration and professional learning: Connecting Classrooms through Global Learning.
Submitting RCE: 
RCE Scotland
Contributing organization(s) : 
RCE Scotland
University of Edinburgh
International Development Education Association of Scotland (IDEAS)
Scotland Malawi Partnership
British Council
Foreign, Commonwealth & Development Office (formerly the Department for International Development)
Focal point(s) and affiliation(s)
Name: 
kirsten.leask@ed.ac.uk
Organizational Affiliation: 
University of Edinburgh
Format of project: 
Manuscript
Language of project: 
English
Date of submission:
Friday, September 11, 2020
Additional resources: 
https://learningforsustainabilityscotland.org/events/making-connections-through-learning-for-sustainability-9/
https://learningforsustainabilityscotland.org/connectingclassrooms/collaborate/cluster-partnerships/
https://learningforsustainabilityscotland.org/connectingclassrooms/classroom-resources/
Learning for Sustainability
At what level is the policy operating?: 
National
Curriculum for Excellence
At what level is the policy operating?: 
National
General Teaching Council for Scotland: Professional Standards
At what level is the policy operating?: 
National
Geographical & Education Information
Region: 
Europe
Country: 
United Kingdom
Address of focal point institution for project: 
Learning for Sustainability Scotland
c/o Moray House School of Education and Sport
Room 1.17 Charteris Land
Holyrood Road
Edinburgh
EH8 8AQ
Target Audience:
Socioeconomic and environmental characteristics of the area : 
Scotland is a country within the United Kingdom with a population of approximately 5.4 million. The natural environment of the region is diverse; from large urban areas to uninhabitable islands, and from highlands to lochs (lakes) and lowlands. Scotland's socio-economic profile is also diverse. More details can be found here: https://simd.scot/#/simd2020/BTTTFTT/9/-4.0000/55.9000/

Scotland has partial self-government within the UK with devolved legislative powers over matters such as education, health and transport, as specified in the Scotland Acts 1998 and 2012.
Description of sustainable development challenge(s) in the area the project addresses: 
The policy framework in place in Scotland to address the SDGs is embedded at national level through the Scottish Government’s National Performance Framework, and ESD in general is embedded within Scotland’s Curriculum for Excellence and national policies such as Learning for Sustainability; as well as the requirements of the General Teaching Council for Scotland’s Professional Standards.
Implementation in educational settings requires, however, that all educators are able to address and implement ESD in their practice. Ensuring parity and equity of access to professional learning, support, resources and opportunities to collaborate on projects that bring ESD to life for learners is, therefore, of paramount importance if this vision is to succeed.
Contents
Status: 
Ongoing
Period: 
September, 2018 to August, 2021
Rationale: 
As stated above, educators need to be able to readily access appropriate assistance if they are to confidently address and include sustainability in their practice and embed ESD across the learning experience in their settings. The Connecting Classrooms through Global Learning programme seeks to address issues of inequity in terms of making ESD part of the everyday for educators and learners: whether due to geographical location, educational sector, lack of expertise or funding issues.
Connecting Classrooms through Global Learning; funded by the British Council and the Foreign, Commonwealth and Development Office (formerly DfID) supports early learning settings, schools and colleges in over 30 countries across the globe to collaborate locally and internationally to learn about – and take action on - the big issues that shape our world. It offers free advice and support, funding, professional learning, and resources: delivered by teams of experts in each of the countries concerned.
Objectives: 
CCGL’s aim is to support teachers and pupils to enhance and develop the confidence, skills, knowledge, values and attitudes they need to thrive on an increasingly interconnected planet – and create positive change as part of a whole-setting approach to Learning for Sustainability. The project contributes to SDG4.7 in particular, but the programme encourages educators and learners to build collaborative projects that take action on all of the SDGs. CCGL also has a focus on Priority Action Areas 2, 3, 4 and 5.

Activities and/or practices employed: 
Activity comprises two main streams: 1. professional learning and 2. support to build learning partnerships with other schools locally and nationally; as well as with schools from a choice of over 30 other countries. Educators can choose to engage with either or both of these streams; depending on their individual circumstances.

The first stream comprises a suite of opportunities delivered by RCE Scotland and Scotland’s five Development Education Centres (DECs); all of whom are members of IDEAS. Prior to COVID-19, courses were delivered through a mixture of online, blended and face-to-face sessions. All courses are now being delivered online. Courses on offer include both individual and whole-setting opportunities and cover a range of ESD themes; such as developing and supporting personal values, skills and knowledge of ESD; building equitable and sustainable partnerships, and delivering learning around the SDGs. Click here for more details:https://learningforsustainabilityscotland.org/connectingclassrooms/learn/

The second stream comprises expert support from the Partnership, and additional direct funding from British Council and FCDO, to support schools to build equitable and sustainable partnerships with other schools locally, nationally and internationally, in order to work together on SDG-related projects. Two kinds of partnership are on offer: ‘one-to-one’ partnerships between one Scottish school and a school from overseas, or ‘cluster’ partnerships; which bring together multiple schools. Funding on offer includes monies for reciprocal visits, and clusters can also access additional funds for events, training, and project costs. Free expert support is also on offer from the DECs. The preferred model for engagement is now the cluster route; which has been adapted to a fully virtual environment due to COVID-19 restrictions. Click here for more details: https://learningforsustainabilityscotland.org/connectingclassrooms/collaborate/cluster-partnerships/

Size of academic audience: 
400 educators/teachers
Results: 
The project is still underway and activity will finish in June 2021 (with final reporting in August 2021), however initial results indicate:

1. Upskilling of Scottish educators In the professional learning stream, in the context of Scotland’s Learning for Sustainability approach and the UN Sustainable Development Goals teachers have reflected on how to develop the skills and dispositions required of teachers to live in an interdependent world. The programme has enabled teachers to critically consider practical approaches to learning and teaching for ESD at an individual, whole school and global level and to develop confidence in their teacher leadership for ESD and engage in peer learning opportunities through an established practitioner network.

2. Collaborative activity between educational settings: The partnerships stream has resulted in an increased level of collaborative activity on ESD themes between schools from different sectors and geographical areas across Scotland, and a sharing of diverse worldviews and cultures with their counterparts in other parts of Scotland and overseas. This is an ongoing process: with the expectation that the partnerships being established now will continue for many years to come; benefitting learners and educators of the future to take collaborative action on the big issues that shape our world. In Scotland, this is adding value to the delivery of the Scottish Government Vision 2030+ Learning for Sustainability Action Plan, as well as the national Curriculum for Excellence; and enhancing the interdisciplinary experience for both learners and educators.


Lessons learned: 
Ongoing. Final report is due in August 2021
Key messages: 
Understanding the big issues that shape our world has never been more important. Issues like health and well-being, climate change, gender equality, and how to live sustainably affect – and connect – us all; wherever we are in the world.
Connecting Classrooms through Global Learning supports schools and colleges across the globe to collaborate locally and internationally on and learn about these big issues. It helps teachers and pupils to enhance and develop the confidence, skills, knowledge, values and attitudes they need to thrive in an increasingly interconnected world – and create positive change as part of a whole-setting approach to Learning for Sustainability.
Relationship to other RCE activities: 
‘Values and Learning for Sustainability in Initial teacher education’ https://www.rcenetwork.org/portal/rce-scotland-2018
Funding: 
British Council
The Foreign, Commonwealth and Development Office (formerly the Department for International Development)

Pictures:

File Name Caption for picture Photo Credit
Image icon KAM-CCGL-LOGO-SOCIAL-SDG-01 - final.png (75.95 KB) Connecting Classrooms through Global Learning British Council/ Foreign, Commonwealth and Development Office
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
Indirect
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Indirect
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Indirect
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Indirect
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Indirect
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Indirect
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Indirect
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Indirect
SDG 10 - Reduce inequality within and among countries 
Direct
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Indirect
SDG 12 - Ensure sustainable consumption and production patterns 
Indirect
SDG 13 - Take urgent action to combat climate change and its impacts 
Indirect
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Indirect
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Indirect
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Indirect
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Direct
Theme
Traditional Knowledge  
Direct
Agriculture 
Indirect
Arts 
Indirect
Curriculum Development 
Direct
Forests/Trees 
Indirect
Plants & Animals 
Indirect
Waste 
Indirect
ESD for 2030-Priority Action Areas
Priority Action Area 1 - Advancing policy 
state: 
Indirect
Priority Action Area 2 - Transforming learning and training environments 
state: 
Direct
Priority Action Area 3 - Developing capacities of educators and trainers 
state: 
Direct
Priority Action Area 4 - Mobilizing youth 
state: 
Direct
Priority Action Area 5 - Accelerating sustainable solutions at local level 
state: 
Direct