Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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Education for Social Change: The Global Learning Programme in the North of Ireland (Policy and Practice: A Development Education Review; Vol. 23, Autumn) Year of publication: 2016 Author: Stephen McCloskey Corporate author: Centre for Global Education (CGE) The Global Learning Programme (GLP) is a four-year initiative funded by the UK government that aims ‘to support schools to teach about global poverty and international development, with a particular focus on upper primary and early secondary school’ (DfID, 2013). The overarching outcome for the project in Northern Ireland is ‘increased and improved delivery of development education in 50% of grant aided primary, secondary and special schools’. It seeks ‘to embed development education and global citizenship as regular practice across curriculum subjects and through whole school initiatives’. The GLP in the north of Ireland is managed by the Centre for Global Education and this article outlines the programme of support provided to schools including Continuing Professional Development (CPD), twilight training, senior leadership seminars and a designated website. The article will also describe the mixed methods approach used to evaluate the impact of the GLP on schools and, in particular, its effectiveness in implementing global learning in the classroom. The article will summarise research findings to date and what they reveal about how teachers have perceived the value of the support provided. The article will conclude by considering the positive impact of the GLP on the wider global education non-governmental sector in Northern Ireland. 
Thinkpiece: Are We Changing the World?; Reflections on Development Education, Activism and Social Change Year of publication: 2015 Author: Stephen McCloskey Corporate author: Centre for Global Education (CGE) This article has been published as part of a one year development education project delivered by the Centre for Global Education and funded by Trócaire. It aims to support reflection and debate on how development educators engage the public on international development issues. The article comes on the back of recent research, most notably Oxfam’s Finding Frames report, which suggests that the development sector is struggling to enhance and sustain citizenship engagement on the structural causes of poverty and inequality. The article probes some of the factors that may underpin this lack of engagement both within the development education sector specifically and the wider development sector more generally. It examines some of the challenges involved in engaging learners in actions on global issues. Some of these challenges relate to the sectors and environmental pressures in which development educators operate which can thwart in-depth engagement with learners.