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A n e x t e r n a l e va l u a t i o n b y : Dr Seán Byers Q u e e n ’ s Un i v e r s i t y B e l fas t June 2015

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Published in 2015 by CENTRE FOR GLOBAL EDUCATION “The views expressed herein can in no way be taken to reflect the official opinion of Irish Aid” © Centre for Global Education, June 2015 Please quote this publication as: Byers, S (2015) ‘Policy and Practice: A Development Education Review: External Evaluation’, Belfast: Centre for Global Education. Centre for Global Education is a signatory to the Dóchas Code of Conduct on Images and messages Messages

The Centre for Global Education is accepted as a charity by Inland Revenue under reference number XR73713 and is a Company Limited by Guarantee Number 25290 This evaluation has been funded by:

Acknowledgements The Centre for Global Education would like to thank Dr Seán Byers, Queen’s University Belfast, for carrying out this review of our bi-annual journal Policy and Practice: A Development Education Review. Dr Byers brought rigour, professionalism and clarity to his review which provides a most useful assessment of the journal’s standing in the development education sector in the island of Ireland and in a wider, global context. The Centre thanks all of the journal readers who took the time to participate in the review and contribute their ideas to the development of Policy and Practice. We also wish to extend our thanks to Irish Aid for its longstanding support of the journal which celebrates its tenth anniversary this year. Please send any feedback on the evaluation to [email protected].

Centre for Global Education contact details: Information Officer Centre for Global Education 9 University Street Belfast BT7 1FY Tel: (0044) 2890 241 879 E-mail: [email protected] Website: www.centreforglobaleducation.com Facebook: https://www.facebook.com/centreforglobaleducation Twitter: https://twitter.com/CGEbelfast E-bulletin: http://www.centreforglobaleducation.com/ebulletin

Contents 1. Centre for Global Education

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2. Policy and Practice: A Development Education Review

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3. Evaluation Terms of Reference 7 4. Executive Summary 8 5. Demographics 9 6. Findings 10 7. Key Learning Points 18 8. Case Study: MSc Education for Sustainability (London South Bank University)

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Appendix 1: Questionnaire used in consultation exercise

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Appendix 2: Consultant 24 Appendix 3: Useful Websites 25 Appendix 4: Policy and Practice Editorial Group

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Appendix 5: Policy and Practice International Editorial Board

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1. Centre for Global Education The Centre for Global Education was established in 1986 to provide education services that enhance awareness of international development issues. Its central remit is to provide learning that will enable individuals and organisations to address the causes of poverty, inequality and injustice at local and global levels. The Centre’s resources and training programmes enable learners to understand the cultural, economic, social and political influences on our lives that result from our growing interdependence with other countries and societies. They also provide the skills, values, knowledge and understanding necessary to facilitate action that will contribute to poverty eradication both locally and globally. The Centre for Global Education’s main aims are: ●● To act as a resource for research and education on global issues; ●● To support the work of groups and organisations that foster social and economic equality at all levels; ●● To facilitate networking and co-operation with relevant agencies and groups; ●● To provide training and resources on development issues; ●● To encourage the use of development education methodologies to bring about change at a local and global level; and ●● To network with partner organisations that share our values and commitment to social justice and equality. The Centre for Global Education houses a resource base that carries a range of resources on international development issues including teaching resources for use in schools, tertiary education, the minority ethnic, youth and community sectors. The Centre’s resource base contains: ✔✔ ✔✔ ✔✔ ✔✔ ✔✔

Teaching resources; Research facilities; Documentaries and films on development; National and international periodicals on development issues; and A comprehensive book collection.

The Centre’s current activities include: ●● The delivery of teacher training that supports classroom practice in global education; ●● The publication of a bi-annual, peer reviewed, journal titled Policy and Practice: A Development Education Review; ●● The provision of education services to children in the Gaza Strip, Palestine that supplements their education and offers psycho-social support; and ●● The regular organisation of workshops, seminars and conferences on global issues.

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Contact details For further information on the Centre for Global Education please contact: Information Officer Centre for Global Education 9 University Street Belfast BT7 1FY Tel: E-mail: Website: Facebook: Twitter: E-bulletin:

(0044) 2890 241 879 [email protected] www.centreforglobaleducation.com https://www.facebook.com/centreforglobaleducation https://twitter.com/CGEbelfast http://www.centreforglobaleducation.com/ebulletin

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2. Policy and Practice: A Development Education Review Policy and Practice is a peer reviewed, bi-annual, open access journal published by the Centre for Global Education, a development organisation based in Belfast. First published in 2005, Policy and Practice aims to provide a space for global education practitioners to critically reflect on their practice and debate new policy developments.  The journal aims to share research findings, update academics and practitioners on policy developments, celebrate and promote existing good practice in global education, inform the work of practitioners in development education and related adjectival education organisations and to promote global education within the statutory education sector in Ireland. PolicyandPracticeishostedonastand-alonewebsite(www.developmenteducationreview. com) with all previous editions archived and available for viewing and downloading. Each issue addresses concepts and themes central to global education policy and practice, and invites contributions from academics, education practitioners, non-governmental organisations, statutory bodies and civil society groups. A major strength of the journal is its increasing number of contributors from other parts of Europe, North America and the global South. The most recent analysis of users shows that the number of visitors to the Policy and Practice site in 2014 clearly demonstrated the value of online, open access publishing. The journal website received 110,000 visitors between January and December 2014 from over 150 countries. It has been encouraging to note the high number of users from the global South with particularly high numbers recorded in South Africa, The Philippines, Indonesia and Kenya. In March 2015, the journal celebrated its tenth anniversary with a special commemorative hard copy edition containing the most cited articles to have been published over the last ten years. Since 2005, Policy and Practice articles have generated 445 citations; 380 in external journals and books and 45 in other internal journal articles. These statistics go some way toward reflecting the impact of this publication both locally and globally.

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3. Evaluation Terms of Reference Established in 1986, the Centre for Global Education is a non-governmental development organisation based in Belfast which aims to raise awareness of global issues and encourage action toward social change. To that end it organises events, delivers training, produces publications and provides a wide range of resources to target groups in the formal and non-formal education sectors. The Centre’s flagship publication is Policy & Practice: A Development Education Review, an open access, online, bi-annual, peer reviewed journal funded by Irish Aid, the arm of the Irish government responsible for overseas development aid and development education. The journal was published from 2005-2009 in a limited, hard copy edition but since then has been published online. A total of twenty issues of the journal have been published to date. Recognising that the journal was approaching its tenth year of publication, the Centre for Global Education commissioned a survey of its readers. The aims of the survey were to: ●● Build a snapshot of the Policy & Practice readership; ●● Gather feedback on the content, layout and design of Policy & Practice and its website; ●● Collect evidence on how the journal has impacted on the worldview and practice of its readers; ●● and Elicit suggestions about how Policy & Practice can better meet the needs of development educators and those working in related sectors. The survey consisted of 21 mixed (open/closed) questions, including questions rated on the Likert Scale. We randomly selected 100 readers from the Policy & Practice mailing list (a population of 450) and invited them to take part in the survey, receiving 35 responses and therefore securing a satisfactory response rate of 35 percent. The responses have been aggregated and analysed below with recommendations added on the basis of findings.

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4. Executive Summary We took a random sample of 100 people from a population of 450 (from the Policy & Practice mailing list), receiving 35 people responses. Survey responses, coupled with Google Analytics data, indicate that the journal has a wide international readership, but that more could be done to broaden its readership and pool of contributors in the global South. The most heavily represented sectors in the Policy & Practice readership are higher/tertiary education (40 percent) and development education (34 percent) – the journal’s two main target audiences. The journal is therefore maintaining a healthy balance between academic and practitioner bases. Readers have expressed high levels of satisfaction with the journal’s contribution to development education and related sectors. For example, 100 percent of respondents strongly agree (52 percent) or agree (48 percent) that Policy & Practice is playing a significant role in building the academic credibility and profile of development education in Ireland. 96 percent of respondents strongly agree (61 percent) or agree (35 percent) that Policy & Practice makes an important contribution to building the capacity of the development education sector across Ireland. In terms of content, the findings are fundamentally positive. Dealing specifically with journal issues published in the past year – Issue 18 (‘Development Education and Film’, Spring 2014) and Issue 19 (‘Finding the “Historically Possible”: Contexts, Limits and Possibilities in Development Education’, Autumn 2014) – 91 percent of respondents have rated the overall content as excellent (43 percent) or good (48 percent). In terms of the journal’s open access status, 82 percent of respondents strongly agree (52 percent) or agree (30 percent) that the open access status of Policy & Practice is important in determining their use of the journal. Recommendations arising from the evaluation can be summarised as follows:

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✔✔ Update the technology underpinning the Policy and Practice website to incorporate dynamic, interactive features such as videos, podcasts and audio clips, making the content appeal to a wider audience and render it more appropriate for those with different cognitive learning styles. ✔✔ Strengthen contributions to the journal from the formal education sector in the north and south of Ireland through connections to the Global Learning Programme and WorldWise Global Schools. ✔✔ Engage and develop permanent or semi-permanent connections with readers and contributors across Europe and in the global South by building a network of academic and non-governmental contributors to and readers of Policy and Practice. ✔✔ Take-up themes in future issues of the journal that create opportunities to learn from the global South by, for example, having special issues on Africa and Latin America.

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5. Demographics In order to gain an impressionistic understanding of the journal readers and their backgrounds, we asked respondents to provide their age, organisation, occupation, ethnicity, nationality, and to indicate where they currently reside. The vast majority of respondents (63 percent) are aged between 35 and 54; 85 percent are white; 57 percent are Irish nationals; and two-thirds are based on the island of Ireland. Policy & Practice also counts as its readers Australian, British, Canadian, Indian and US nationals; those of Asian, Black and mixed ethnic origin; and individuals based as far away as India and Kenya. Google Analytics figures for the Policy & Practice website indicate that the journal has a large and diverse readership. The journal website received more than 100,000 visitors between March 2014 and March 2015 with the majority located in the following countries: • • • • • • • • • •

United States (US) United Kingdom (UK) The Philippines India Australia Canada Ireland South Africa Netherlands Indonesia

(20,180) (19,663) (14,704) (11,181) (5,781) (5,190) (3,327) (2,902) (2,606) (2,492)

The journal, therefore, enjoys a wide international readership, and this readership is wellestablished: almost 70 percent of respondents have either subscribed to Policy & Practice since its inception in 2005 (39 percent) or have been readers for more than five years (30 percent). Of the education sectors from which the Policy & Practice readership is drawn, the most heavily represented are the higher/tertiary education (40 percent) and development education (34 percent) sectors. This suggests that the journal manages to maintain a healthy balance of readers from its two main target audiences - the academic and DE practitioner sectors - which was one of its initial aims. The remaining 26 percent are drawn from business, international development, government/ statutory agencies, primary education and non-specified non-governmental organisation (NGOs). This indicates that journal is successful in appealing to a wide range of stakeholders in other sectors and that the journal’s Editorial Group has selected themes with cross-sectoral interest.

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6. Findings On the whole, readers have expressed high levels of satisfaction with the journal’s contribution to the development education and related sectors. It is encouraging, for example, that 100 percent of respondents strongly agree (52 percent) or agree (48 percent) that Policy & Practice is playing a significant role in building the academic credibility and profile of development education in Ireland.

“The journal has performed well since its inception and makes an important contribution to the literature and practice. Being online and well-read, it reaches a wide and informed readership.” “Policy & Practice is an absolutely top class journal … I can’t imagine the Irish DE landscape without Policy & Practice. Congratulations to the editorial team for producing the journal on very limited resources.” “This is an outstanding contribution to the teaching and learning of global issues.”

Similarly, 91 percent of respondents strongly agree or agree that Policy & Practice is very effective in meeting development education practitioners’ needs, with only 9 percent expressing any sort of disagreement. The survey also reveals that: ●● 96 percent of respondents strongly agree (55 percent) or agree (41 percent) that Policy & Practice is an effective catalyst for promoting dialogue between development educators in the North and South of Ireland ●● 96 percent of respondents strongly agree (61 percent) or agree (35 percent) that Policy & Practice makes an important contribution to building the capacity of the development education sector across Ireland ●● 87 percent of respondents strongly agree (57 percent) or agree (30 percent) that Policy & Practice encourages networking and active communication between development educators ●● The overall impression garnered from these responses is that the journal is having a fundamentally positive impact on the practice of development educators across the island of Ireland.

6.1 Access In a research and education environment shaped increasingly by easy access to, and navigation of, online resources, it is important that Policy & Practice keeps pace with the needs of educators and practitioners, and responds adequately to changes in how academic journals are disseminated and made available to readers. One major advantage Policy & Practice appears to have over subscription

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journals published by corporate publishing houses is its open access status, which enables researchers, educators and practitioners without 1) institutional access, or 2) the financial means to make an individual subscription, to access the journal in its entirety. The journal’s archive, as well as the current issue, is available on the Policy and Practice website. Figure1. To what extent would you agree that the open access status of Policy & Practice is important in determining your ability to use the journal?

It is clear from the survey results that readers highly value the fact that, unlike many other peerreviewed journals, Policy & Practice has preserved its open access status since it became an online publication in 2009: 82 percent of respondents strongly agree (52 percent) or agree (30 percent) that the open access status of Policy & Practice is important in determining their ability to use the journal. It is therefore important to the development education sector that the journal secures the resources and reaches the level of sustainability necessary to continue to make articles freely available to researchers, educators and practitioners. Similarly, 87 percent of respondents have rated the layout and navigation of the Policy & Practice website as excellent (48 percent) or good (39 percent). Figure 2. How do you rate the Policy & Practice website in terms of layout and navigation?

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6.2 Content As in previous evaluations, readers have rated the content of the journal very highly. Figure 3. How would you rate the content of Policy & Practice over the past year (Issues 18 & 19)?

Dealing specifically with issues published in the past year – Issue 18 (‘Development Education and Film’, Spring 2014) and Issue 19 (‘Finding the “Historically Possible”: Contexts, Limits and Possibilities in Development Education’, Autumn 2014) - 91 percent of respondents have rated the overall content as excellent (43 percent) or good (48 percent). In short, this represents a ringing endorsement of the journal’s capacity to address relevant themes and maintain consistently high standards in writing and analysis. Policy & Practice publishes four types of articles, each catering for specific types of contributions and debates. In order to gauge readers’ levels of satisfaction with the way in which its content is structured, and identify the journal’s relative strengths and areas for improvement in this regard, we invited respondents to rate the usefulness of each type of article on its own merits. The results are provided in Figures 4-7 below. Focus articles are peer-reviewed contributions of 3,500 to 6,000 words in length, academic in style and relevant to the main theme addressed in each issue of the journal. Typically, they are characterised by critical engagement with theory and academic literature, and/or original research that promotes new ways of thinking about development education. As Focus articles are peer reviewed they are subject to a rigorous assessment procedure to ensure that they comply with best practice in writing, empirical research, and interrogation of relevant articles previously published in the journal. The journal’s Editorial Group encourages dialogical exchange between authors to advance debate on key aspects of development education policy and practice.

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Figure 4. Please state the extent to which you find Focus articles useful

Perspectives articles are shorter contributions of between 2,000 and 4,000 words. Conceived with the purpose of enhancing the work of practitioners, these articles include discussion of good practice or draw attention to current developments in policy, funding or research. As Perspectives articles are not peer reviewed and normally address an aspect of practice, they represent an ideal entry point to journal writing, particularly for non-academic authors. Figure 5. Please state the extent to which you find Perspectives articles useful

Viewpoint articles, similar in length to Perspectives articles, enable the sector to examine and debate issues in development education from a personal and often subjective perspective. A Viewpoint article can involve two practitioners debating a specific topic, or one practitioner offering an engaging and perhaps provocative opinion on a topical issue.

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Figure 6. Please state the extent to which you find Viewpoint articles useful

Resource Review articles are reviews of resources that are relevant to the sector, whether they be books, documentaries, feature films, research reports, policy publications or teaching and learning resources. Figure 7. Please state the extent to which you find Resource Reviews useful

The overall picture should be clear. The vast majority of respondents – over 85% in each case – have indicated that they find the content of all four article types very useful or useful. It is only in relation to Viewpoint articles that the feedback is in any way ambiguous. This is likely to be a reflection of the fact that the Viewpoint section has historically attracted a smaller number of contributions than the Focus, Perspectives and Resource Reviews sections. To identify some of the journal’s specific strengths, we followed up the questions on articles by asking respondents to indicate what they find most useful about Policy & Practice.

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Figure 8. What do you find most useful about Policy & Practice? (Please select all that apply)

83 percent of respondents value above all the opportunity to learn about development education practice in local and global contexts. Over 60 percent of respondents welcomed the opportunity to engage with current debates in the development education sector, while just over half (52 percent) regard access to new resources as an important facet of the journal. Overall, as Figure 8 above demonstrates, the journal is doing an excellent job of catering for the diverse interests and needs of its readership.

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6.3 Enhancing practice Policy & Practice is not only committed to the dissemination of research and facilitating debate related to development education, but also aims to ‘promote good practice’ and respond effectively to the ‘shifting policy context’. These two dimensions of the journal’s work are bound together by the ‘Freirean concept of education as an agent of positive social change’. Consequently, it is important to develop an understanding of how the journal content is being used by teachers, academics and development education practitioners, and in which settings. Figure 9. Please indicate whether you have used Policy & Practice in any of these settings

As Figure 9 clearly indicates, the journal is proving extremely valuable in supporting academic research as well as the practice of those working in development education centres, development NGOs, community organisations and related settings. It is also proving a useful teaching aid in the higher/tertiary education sectors. These results reinforce the overall impression that Policy & Practice is attracting and serving the needs of a broad range of sectors which reflects well on the breadth and quality of the journal’s content. Some examples of how the journal has supported readers’ practice are outlined on page 17: A question arising from the findings is how can the Centre better service the needs of the formal education sector and teachers at primary and post-primary level as well as student teachers at tertiary level? Traditionally, Policy & Practice has not been designed or encouraged to fulfil this role; however, the opportunity to potentially address this minor lacuna is discussed in section 7.

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“It raises key issues which are not covered elsewhere and as such provides key readings for postgraduate and undergraduate social science students”. “I use it on a postgraduate EFS [Education for Sustainability] course I teach”. “Articles from Policy & Practice are on my core reading list. I have also written about my teaching experiences for the journal”. “Reading P&P has influenced programme strategy and design, and has enabled me to connect with others working in the development education sector”. “It highlights burning issues for the sector and provides the evidence base for discussion and debate of those issues”. “Policy & Practice provides practical examples for initiating policies and presenting innovative ideas”.

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7. Key Learning Points The findings of this evaluation establish beyond doubt that, despite its limited resources, Policy & Practice continues to make a substantial and positive contribution to the development education and related sectors. Survey respondents have expressed high levels of satisfaction with the journal on a wide range of indicators including: ease of website navigation; impact on practice; quality and breadth of journal content; variation of articles; and open accessibility of the journal archive. At the same time, they have identified, implicitly and explicitly, a few areas of improvement.

7.1 Expanding the readership base and pool of contributors The survey results suggest that more could be done to engage and develop permanent or semipermanent connections with readers and contributors across Europe and in the global South. Indeed, a number of respondents have made this explicit recommendation. One respondent, for example, suggested that Policy & Practice ‘actively invites contributions from African educators’ through a special issue on Africa. Another suggests that the journal becomes ‘more openly inclusive of global conversations with global partnering’. And yet another calls for a “Slightly wider range of authors. I realise it’s a balancing act to make P&P ‘Irish’ and ‘global’ at the same time. But a few more articles from the global South would be enriching.” Accordingly, the Centre for Global Education has begun to compile a database of international academics, practitioners and researchers with a view to broadening the journal’s readership base and expanding its pool of contributors. It is envisaged that this will enable Policy & Practice to better demonstrate its global interconnectedness and make stronger links between global and local justice and development issues.

7.2 Enhancing the journal website Whilst recognising the constraints of operating with limited financial resources and a basic content management system, it is important to highlight suggestions as to how the website might be improved. The standout recommendation is that the website incorporates dynamic, interactive features such as videos, podcasts and audio clips, making the content appeal to a wider audience and render it more appropriate for those with different cognitive learning styles. It is apparent that this improvement would require an overhaul of the Policy & Practice website and, therefore, a considerable financial outlay. However, it should not follow that it moves in the direction of subscription-based access, since its open access status is vital in determining readers’ use of the journal.

7.3 Enhancing practice in formal education There is arguably an under-representation of the formal education sector in the authors and articles that have featured in recent issues of Policy & Practice. This is, in part, a consequence of the journal being established and structured at its inception as a capacity-building instrument for development educators operating in all sectors of education rather than teachers or teacher trainers specifically. There have been a few contributions from development educators who work in formal education but fewer still from formal sector practitioners working within the schools’ system.

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An opportunity to address this deficit lies close at hand as the Centre is managing a new three year formal sector project called the Global Learning Programme which aims to ‘increase and improve delivery of global learning in 50% of grant aided primary, secondary and special schools in Northern Ireland through the provision of high quality teacher training at Key Stages 2 and 3’. The use of Policy & Practice in school settings could potentially be strengthened in conjunction with the Global Learning Programme. For example, the journal could share the outcomes of the project activities that seek to embed global learning on a whole school basis across curriculum subject areas rather than deliver development education in subject silos. The journal could also carry articles on research commissioned by the project to assess the impact of training on schools. A longitudinal study is being carried out by Ulster University in a sample of schools over the three years of the project to measure changes in attitudes, knowledge and behaviours related to global learning. The research and other project outcomes are likely to present opportunities: to share good practice in teacher training and global learning on a whole school basis; strengthen links between Policy and Practice and the formal sector; and increase the number of journal articles from formal sector practitioners. The Centre can also invite articles from WorldWise Global Schools (WWGS), an Irish Aid initiative, which is ‘a ‘one-stop-shop’ for all post primary schools that want to engage in Development Education’. WWGS aims to ‘contribute to increased knowledge and understanding of global justice issues and increased engagement and action by students as active global citizens’. An article from WWGS would reinforce the all-island focus of Policy and Practice as well as strengthen the journal’s formal sector links.

7.4 Future Themes for Policy and Practice We asked readers to suggest topics that could potentially be addressed in future issues of Policy and Practice and the following themes were proposed: ●● ●● ●● ●● ●● ●● ●●

Religion/religious extremism Gender Sexuality Young people Latin America Alternatives to capitalism DE and engagement with political narratives

The journal’s Editorial Board has decided to incorporate two of these suggestions – Latin America and Alternatives to Capitalism – into the theme for Issue 22 of the journal which will be published in March 2016. The theme is ‘New Models of Development in Latin America: Lessons for Development Education’.

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8. Case Study: MSc Education for Sustainability (London South Bank University) This post graduate distance learning programme was set up in1994 by a consortium of development and environmental NGOs and was the first course to address the educational commitments of Agenda 21 (the Rio Earth Summit of 1992). Over the past 20 years we have developed a global learning community in education for sustainable development which spans all regions of the world including Latin America, Africa, Middle East, Asia, North America and Europe. The course has been a pathfinder in this new emerging area and has international recognition from organisations like UNESCO (United Nations Educational, Scientific and Cultural Organisation) and UNEP (United Nations Environment Programme). Since 2015, the journal Policy and Practice has been a recommended resource for students on this course and a wide number of readings have been made available in course readers. In the last three years, we have moved to a more online course delivery and a web link has been provided from the Virtual Learning Environment (VLE) to the journal. The course has an intake of around 60 students per year and an overall student group of around 110, who come from a wide range of backgrounds. A number of NGOs, such as Oxfam and WWF (World Wide Fund for Nature), have sponsored students on the course as part of their capacity building. Students regularly comment in evaluations on the high quality and relevance of readings. The journal facilitates current discussions and offers up to date commentary on important debates and issues for educators on this field. It also offers critical reviews of new resources which enable students to select appropriate materials for educational use. Several hundred students have now graduated from this course and are in influential positions in development and environmental organisations, in all levels of educational organisations and government. Their thinking has been informed by the course themes and as part of this, by the important debates raised in the journal. Since it is freely available online they are able to continue to read and update themselves and to freely recommend it to others. This is of particular importance to people in resource poor countries such as in sub-Saharan Africa. The journal provides cutting edge knowledge and thinking and offers a forum for debate in development education and education for sustainability which is not to be found elsewhere. Many colleagues have freely contributed their intellectual capital to the content of Policy and Practice as part of their commitment to open learning. It has developed a strong global learning community of practice which is key to making the paradigm shift towards a more sustainable and equitable world and for which we need to transform our educational policy and practice. Ros Wade, 12th January 2015 Professor, Education for Sustainability London Southbank University

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Appendix 1: Questionnaire used in consultation exercise Q1. • • • • • •

Age group 16-24 25-34 35-44 45-54 55-64 65+

Q2. • •

Are you male or female? Male Female

Q3. What is your ethnicity? (Please tick all that apply) • Asian (Bangladeshi, Indian, Pakistani, Other) • Black (African, Caribbean, Other) • Chinese • White • Mixed ethnic background Other (Please specify) Q4.

Please state your nationality

Q5.

Please state your occupation

Q6. Sector • Higher/Tertiary Education • Development Education • Youth • Adult/Community/Voluntary • Government/Statutory • Minority Ethnic Organisation • Human Rights • Migrant or Asylum/Refugee • Environment/Sustainable Development • Other (Please specify) Q7. Are you based in: • North of Ireland • South of Ireland Other (Please specify)

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How long have you been a Policy & Practice reader? Since 2005 (Issue 1) More than 5 years Less than 5 years Less than 1 year

Q9. How did you initially come across Policy & Practice? • Centre for Global Education website • Policy & Practice website • Course reading list • Internet search engine • Development network/agency website • Voluntary/Community network • Higher/Tertiary Education institution website • Recommendation/word of mouth Other (Please specify) Q10. How do you rate the Policy & Practice website in terms of layout and navigation? (5 = Excellent; 1 = Poor) Q11. What recommendations, if any, do you have for improving the layout and design of the Policy & Practice website? Q12. To what extent do you agree that the open access status of Policy & Practice is important in determining your use of the journal? (5 = Strongly agree; 1 = Strongly disagree) Q13. How strongly do you agree or disagree with each of these statements? (5 = Strongly agree; 1 = Strongly disagree) • Policy & Practice is playing a significant role in building the academic credibility and profile of development education in Ireland • Policy & Practice is very effective in meeting development educator practitioners’ needs • Policy & Practice is an effective catalyst for promoting dialogue between development educators in the north and south of Ireland • Policy & Practice encourages networking and active communication between development educators • Policy & Practice makes an important contribution to building the capacity of the development education sector across Ireland Q14. Policy & Practice publishes four types of article: Focus, Perspectives, Viewpoint, and Resource Review. Please state the extent to which you find each article useful (5 = Strongly agree; 1 = Strongly disagree) Q15. If you could make one recommendation for improving Policy & Practice, what would it be?

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Q16. How would you rate Policy & Practice in terms of content over the past year? (5 = Strongly agree; 1 = Strongly disagree) Q17. • • • • • • •

What do you find most useful about Policy & Practice? (Please select all that apply) The opportunity to contribute an article Learning about development education practice in local and global contexts Engaging with current debates in the development education sector Learning about the relationship between development education and other sectors Discovering new resources Incorporating journal content into my practice Other (Please specify)

Q18. • • •

Please indicate whether you have used Policy & Practice in any of these settings As a teaching aid within Higher/Tertiary Education As a recommended resource on a Higher/Tertiary Education reading list In a development education training capacity in the informal sector (community, youth, minority ethnic, etc.) • In a formal education setting (primary school) • To support academic research • In the workplace (development NGO, community organisation, development education centre, etc.) Other (Please specify) Q19. Please provide an example, if possible, of how Policy & Practice has supported your practice. Q20. Which two themes would you most like Policy & Practice to address in future issues? Q21. Do you have anything to add?

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Appendix 2: Consultant Dr Seán Byers completed his doctoral research under the supervision of Professor Henry Patterson and received his PhD from Ulster University in 2013. He has published articles in openDemocracy, the Irish News, Saothar, Irish Left Review, eamonnmallie. com and TransConflict, and is the author of Seán Murray: Marxist-Leninist and Irish Socialist Republican (Irish Academic Press, 2015). Seán is currently a researcher with Trademark Belfast, the anti-sectarian unit of the Irish Congress of Trade Unions, and a Research Fellow with the Institute for Collaborative Research in the Humanities at Queen’s University Belfast. He has published reports on racism in Northern Ireland and on the social and economic legacy of partition, among other subjects, and has extensive experience of conducting evaluations for community and voluntary organisations including the Centre for Global Education. Presently, he is heading up a sector-wide audit of the Irish-medium education sector, commissioned by Comhairle na Gaelscoilíochta. He can be contacted at: [email protected].

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Appendix 3: Useful Websites Centre for Global Education www.centreforglobaleducation.com Children in Crossfire www.childrenincrossfire.org Comhlamh www.comhlamh.org CONCORD www.concordeurope.org Critical Literacy: Theories and Practices www.criticalliteracyjournal.org DEEEP www.deeep.org Development and Intercultural Education www.diceproject.ie DevelopmentEducation.ie www.developmenteducation.ie Development Education Research Centre www.ioe.ac.uk/research/150.html Dóchas, The Association of Irish NDGOs www.dochas.ie Global Dimension www.globaldimension.org.uk Global Learning Programme www.globallearningni.com



International Journal of Development Education and Global Learning https://ioepress.co.uk/journals Irish Development Education Association www.ideaonline.ie Policy and Practice: A Development Education Review www.developmenteducationreview.com Trócaire www.trocaire.org

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Appendix 4: Policy and Practice Editorial Group Carlos Bruen Researcher, Royal College of Surgeons in Ireland (RCSI) and a PhD candidate, Institute of Social Psychology, London School of Economics Audrey Bryan Lecturer in Sociology and Citizenship Education, St. Patrick’s College, Drumcondra Anne Kinsella Librarian, Kimmage Development Studies Centre Ben Mallon PhD researcher and Irish Research Council Scholar, St. Patrick’s College, Drumcondra Gerard McCann Senior Lecturer and Module Co-ordinator in International Studies, St Mary’s University College, Belfast Niamh Gaynor Lecturer in Development in the School of Law and Government, Dublin City University Paul Hainsworth Country Coordinator on Indonesia and Timor-Leste for Amnesty International UK Stephen McCloskey Director of the Centre for Global Education and Editor of Policy and Practice  Su-ming Khoo Lecturer in the School of Political Science and Sociology, NUI Galway 

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Appendix 5: Policy and Practice International Editorial Board Doug Bourn Director of the Development Education Research Centre, Institute of Education, University of London Linda Briskman Professor of Human Rights at Swinburne University of Technology, Melbourne, Australia Vanessa de Oliveira Andreotti Canada Research Chair in Race, Inequalities and Global Change at the University of British Columbia, Vancouver, Canada James Goodman Associate Professor, Faculty of Arts and Social Sciences, University of Technology, Sydney Sarah Hunt Lecturer in International Development at the Institute for Development Policy and Management (IDPM), University of Manchester David Jefferess Associate Professor of English at the University of British Columbia (Okanagan), Kelowna, Canada Dip Kapoor Professor of International Education and Development at the University of Alberta, Canada Lynette Shultz Associate Professor of Education and Co-Director, Centre for Global Citizenship and Research, University of Alberta, Canada Andy Storey Lecturer at the School of Politics and International Relations, University College Dublin (UCD) Roland Tormey Coordinator of the Teaching Support Centre at L’École Polytechnique Fédérale de Lausanne, Switzerland Ros Wade Professor in Education for Sustainability (EFS), London South Bank University (LSBU)

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Policy & Practice - External Evaluation 2015.pdf

Page 1 of 27. E v a l u a t i o n o f P o l i c y & P r a c t i c e. 1. A n e x t e r n a l e va l u a t i o n b y : Dr Seán Byers. Queen's University Belfast. June 2015.

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