العا للمواطن الدولية لميألجائزة 国际全球公民奖Premio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
www.globalcitizensaward.org
العالمي للمواطن الدولية 国际全球公民奖 ألجائزةPremio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
Promoting and recognising development as global citizens:
The International Global Citizen's Award
Boyd Roberts, 16 November 2011
العالمي للمواطن الدولية 国际全球公民奖 ألجائزةPremio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
An international programme to promote and recognise development of (young) people, aged 11 and above, as better global citizens
العالمي للمواطن الدولية 国际全球公民奖 ألجائزةPremio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
A framework within which existing work and activities in schools can be included and shaped, but focusing on the development of individual students.
You
• A teacher• B school administrator• C work for NGO or other
organisation• D consultant• E other
العالمي للمواطن الدولية 国际全球公民奖 ألجائزةPremio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
Thinking behind the Award
Comments, questions etc etc
The IGC Award – an outline of the structure
Comments, questions etc
The IGC Award in practice
Final questions, comments etc.
العالمي للمواطن الدولية 国际全球公民奖 ألجائزةPremio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
Basic thinking behind the Award
العالمي للمواطن الدولية 国际全球公民奖 ألجائزةPremio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
1. In our interconnected global world
we are affected by and have impact upon the environment and people on a global scale
although we may not be aware of this.
العالمي للمواطن الدولية 国际全球公民奖 ألجائزةPremio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
In our interconnected global world
the global
is in is in
the local
العالمي للمواطن الدولية 国际全球公民奖 ألجائزةPremio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
We can get a sense of the global by examining the local with an informed “global gaze” (Harriet Marshall).
We don’t fully understand the local without an informed sense of the global.
العالمي للمواطن الدولية 国际全球公民奖 ألجائزةPremio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
2. Teachers doing is not the same as, and
does not always lead to students learning.
When it comes to our global work, what do we expect, and how do we know it’s working?
العالمي للمواطن الدولية 国际全球公民奖 ألجائزةPremio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
3. There are different levels of engagement with our global world.
ACT
CAREabout
AWARE
Practical engagement
Now what?
Attitudes and values So what?
Knowledge
What?Levels of engagement with global issues
العالمي للمواطن الدولية 国际全球公民奖 ألجائزةPremio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
4. In our interconnected global world,
we all have global impact,
but we are not all good global citizens.
15
ACT
CAREabout
AWARE Globalawareness
Global
citizenship
goodA / global citizen is…
• informed• principled• active
on issues from local to global levels
Head
Heart
Hands Montessori
Levels of global engagement
Global citizenship
Informed
Principled
Active
Be aware
Be moved
Be involvedOxfam
Oxfam sees the Global Citizen as someone who…
is aware of the wider world and has a sense of their own role as a world citizen
respects and values diversity
has an understanding of how the world works
Oxfam sees the Global Citizen as someone who…
is outraged by social injustice participates in the community – from
local to global levels is willing to make the world a fairer
and more sustainable place takes responsibility for their actions
Aspects of the Global Citizen
KNOWLEDGE
can be taught or learned
Aspects of the Global Citizen
SKILLS
can be taught or learned
Aspects of the Global Citizen
ATTITUDES & VALUES
“caught not taught”
Aspects of the Global Citizen
ACTION / PARTICIPATION
can be led or facilitated
Aspects of the Global Citizen
KNOWLEDGE
SKILLS
ATTITUDES& VALUES
ACTION & PARTICIPATION
Traditional curriculum realm
Ethos ExperienceImpact
Teacher Instructor
Role model Mentor
LeaderFacilitator
KNOWLEDGEKNOWLEDGE
SKILLSSKILLS
Subject Classes
• Focus on “content” – knowledge and skills
• Often form an induction to an established discipline
• Led / taught / assessed by experts
• Prepare for the future
Global citizenship should…
• emphasise attitudes and values• emphasise action and
participation• recognise that students, like
adults, are co-equal citizens now• set aside traditional ideas of the
teacher as “expert”
ACTION
Not education for …
but
real, authentic engagement in
global citizenship
العالمي للمواطن الدولية 国际全球公民奖 ألجائزةPremio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
working alongside and with young people to help them
• become more aware of themselves as global citizens
• become better informed
• change their lives for the better
• make the world a better place
العالمي للمواطن الدولية 国 ألجائزة际全球公民奖Premio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
www.globalcitizensaward.org
العالمي للمواطن الدولية 国际全球公民奖 ألجائزةPremio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
An international programme to promote and recognise development of (young) people as better global citizens
العالمي للمواطن الدولية 国际全球公民奖 ألجائزةPremio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
A framework within which existing work and activities in schools can be included, shaped and extended, but focusing on the development of individual students.
The IGC Award encourages young people to become better global citizens by:
finding out more about other cultures and outlooks
The IGC Award encourages young people to become better global citizens by:
finding out more about how their everyday lives affect the environment and the lives of others
The IGC Award encourages young people to become better global citizens by:
taking small actions to make the world a better place
The IGC Award encourages young people to become better global citizens by:
reflecting on change - their developing knowledge, awareness, perspectives and experience
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GLOBAL CITIZEN’S AWARD
The Award• affirms that students are not future
citizens but citizens now.
• involves students in all aspects
• promotes authentic engagement and personal experience
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GLOBAL CITIZEN’S AWARD
• is a voluntary programme
• starts with students’ everyday lives
• concentrates on values, attitudes and action, all related to global citizenship
• promotes and recognises change and development
– not the “standard” reached
• is locally awarded by authorised centres – with involvement of participants
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GLOBAL CITIZEN’S AWARD
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GLOBAL CITIZEN’S AWARD
Encourages wide participation of students
• no limits on numbers• wide age range (11+)• non-competitive• suitable for wide ability
rangebut voluntary
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GLOBAL CITIZEN’S AWARD
Think globally …. act locally
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GLOBAL CITIZEN’S AWARD
Promoting individual development by active, informed community participation at all levels from the local to the global.
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Elements of the Award programme
Elements of the Award programme
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GLOBAL CITIZEN’S AWARD
1. UNDERSTANDING OTHER CULTURES
AND OUTLOOKS
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GLOBAL CITIZEN’S AWARD
2. PERSONAL GLOBAL FOOTPRINT
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3. INFLUENCE & INVOLVEMENT WITH OTHERS
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4. RECORDING AND REFLECTING
ON CHANGE
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GLOBAL CITIZEN’S AWARD
Understanding other cultures and outlooks
Reading, Films, TV programmes etc
BUT must includeDIRECT PERSONAL ENGAGEMENT
with person(s) of different outlook
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GLOBAL CITIZEN’S AWARD
Personal Global Footprint
Individual impact on the world – people and environment – directly and indirectly
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GLOBAL CITIZEN’S AWARD
Personal Global Footprint
–Being good with money
–Environmental responsibility
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GLOBAL CITIZEN’S AWARD
Being good with money• Helping things to happen by giving it
away• Ethical spending
“Buying products or services which were ethically produced or delivered and/or which are not harmful to the environment and society.”
• Background research, and action
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Environmental responsibility
• Research and review of personal environmental impact
and
• appropriate action
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Influence & involvement with others
• Personal community service
• Advocacy, Persuasion or Promotion
• Active decision-making
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GLOBAL CITIZEN’S AWARD
Recording and reflecting on change and development
“Diary” / “log” in any format and language allowed by the school; records changes in knowledge, action and awareness
Reflection individually or with peers, or mentor - in writing / orally
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GLOBAL CITIZEN’S AWARDTime involved - approx 2 hours per week- 50 total hours
• Understanding other cultures and outlooks10 – 15 total
hours • Personal global footprint
10 - 15 total hours • Influence and involvement with others
15 – 20 total hours
• Recording and reflecting on personal change and development 5 – 10 total hours
(Note: All times include associated research)
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GLOBAL CITIZEN’S AWARD
Awards made at
• Bronze level (6 months min.)
• Silver level (12 months min.)
• Gold level (18 months min.)
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Why an award?
• It shows the school takes it all seriously – that it mattersAnd we should assess and recognise what we value.
• It recognises and encourages development of individual students
• It encourages and motivates participation
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GLOBAL CITIZEN’S AWARD
Why a local award?• Gives centres “ownership”• Allows for responding to the local context
with local variations and interpretations • Enables participants to use any language• Keeps down bureaucracy and costs• How could something like this ever be
credibly awarded centrally and internationally?
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GLOBAL CITIZEN’S AWARD
Key features• Participants involved in operation of the
Award - including the Award process• Participants guided by “mentors” –
including some older participants• Flexible within a common structure• Can embrace existing programmes and
activities
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GLOBAL CITIZEN’S AWARD
Key features• Low cost / low bureaucracy• Centres only need a computer / Internet
access to take part• Travel not required• Minimal global footprint to set up, operate
and run the Award• Centres share in development of the
Award
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International aspects include
• Same model offered internationally• Can be conducted in any language• International networking / discussion• International centres contribute to Award
development
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Assessment / Award
• Fulfils time and participation requirements – record
• The “diary” / “log” / sequence of reflections – evidence of change and development of an appropriate extent (subjective)
• Group review with peers, adults etc
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The Award• Personal development and satisfaction• Recognition• Certificate• Commissioned artefact from another
country – produced in an ethical project• Donation to a nominated charity
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GLOBAL CITIZEN’S AWARD
Set-up
• Not-for-profit• Currently operating on voluntary and
unfunded basis• Centres pay modest contribution• Low cost (to enable access)
العا للمواطن الدولية لميألجائزة 国际全球公民奖Premio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
The IGC Award in action
www.globalcitizensaward.org
International
GLOBAL CITIZEN’S AWARD
Centres
• Centres in 13 countries• Schools and colleges
oDifferent curriculao State and independentoNational and international
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Ways of implementing the Award
St Timothy’s School, Stevenson, MA, USA
Older, able studentsAnnounce the Award requirements, and invite individuals to compile evidence that they fulfil these. Provide mentor support.
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GLOBAL CITIZEN’S AWARD
Ways of implementing the Award
Academia Británica Cuscatleca, El Salvador
Operate as an after-school club, with opportunities for activities within the regular timetable
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GLOBAL CITIZEN’S AWARD
Ways of implementing the Award
Lifehub LLP, Singapore
Independent organisation offering out of school activities and programmes
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Ways of implementing the Award
Collège Champittet, Lausanne, Switzerland
Modify the curriculum to incorporate elements of the Award for all students, with voluntary participation in certain aspects (e.g. on lifestyle).
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Ways of implementing the Award
Sotogrande International School, SpainAmman Baccalaureate School, Jordan
Incorporate existing curricular and service work within the Award framework, with additional elements
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But remember the IGC Award is an Award for development and progress of individual students,
not for group work (although it includes an element of this), and not simply for participation.
Face-to-face interviews at aBc Education, Oxford,
IGCA Day, Singapore International School, Hong Kong
IGCA DaySingapore International School, Hong Kong
A presentation on human impact on water suppliesAmman Baccalaureate School, Jordan
A Ramadan iftar for orphans arranged by IGC Award participants Amman Baccalaureate School, Jordan.
A Habitat for Humanity project as part of the IGC Award at Academia Británica Cuscatleca, El Salvador
Fair trade lunch organised by IGCA participantsBritish International School, Budapest
Bronze IGC Award recipientsThe English Academy, Kuwait
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GLOBAL CITIZEN’S AWARD
In its first four years,Over 900 Awards – at bronze and silver levels
$15,000 donated to charities in the name of Award recipients
Additional funds for charities raised as part of the programme
First Fair Trade event in QatarOne of the first Fair Trade events in HungaryLots of families changing transport, energy useLots of actions by participants – small and large scaleChanges in perceptions
Do your little bit of good where you are; it’s those little bits of good put together that overwhelm the world.
Desmond Tutu
“Education is the most powerful weapon you can use to change the world.”
Nelson Mandela
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Questions?Comments?
Thoughts?
www.globalcitizensaward.org
العا أ للمواطن الدولية لميلجائزة 国际全球公民奖Premio Internacional de Ciudadano GlobalInternational GLOBAL CITIZEN’S AWARD
Thank you for your time and interest
www.globalcitizensaward.org
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GLOBAL CITIZEN’S AWARD
Interested in joining?
Further information at:
www.globalcitizensaward.org