international global citizen's award 2011

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


An international programme to promote and recognise development of (young) people, aged 11 and above, as better global citizens


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


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.


Basic thinking behind the 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.


In our interconnected global world

the global

is in is in

the local


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.


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?


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


4. In our interconnected global world,

we all have global impact,

but we are not all good global citizens.

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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


SKILLS

can be taught or learned


ATTITUDES & VALUES

“caught not taught”


ACTION / PARTICIPATION

can be led or facilitated


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


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



An international programme to promote and recognise development of (young) people as better global citizens


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


finding out more about how their everyday lives affect the environment and the lives of others


taking small actions to make the world a better place


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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• 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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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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Think globally …. act locally

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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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1. UNDERSTANDING OTHER CULTURES

AND OUTLOOKS

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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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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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Personal Global Footprint

Individual impact on the world – people and environment – directly and indirectly

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Personal Global Footprint

–Being good with money

–Environmental responsibility

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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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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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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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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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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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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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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


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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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Academia Británica Cuscatleca, El Salvador

Operate as an after-school club, with opportunities for activities within the regular timetable

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Lifehub LLP, Singapore

Independent organisation offering out of school activities and programmes

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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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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

http://api.ning.com/files/SD6qn5lNvFXUtf68-4CcsDiGVpN-m37FEgZdbl-aBNgIrkFe6MYPgYXSiPVbkSPbrHbb9bypaVcYWZOsSY8NGTMuyguQLeYe/IMG_0259.JPG

Fair trade lunch organised by IGCA participantsBritish International School, Budapest

Bronze IGC Award recipientsThe English Academy, Kuwait

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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?


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


International


Interested in joining?

Further information at:


E: [email protected]