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Listen
Think Global, Act Local
International Education in Communities
Foreword
Globalisation is impacting upon us daily. In many ways the world has become the global village predicted in the 1960s. Whether it is through multi-national trade, popular culture, the information and communications technology revolution, or the television images we see of global warming, poverty or conflict, we live on an increasingly inter-dependent planet. For local communities here in Scotland, globalisation may seem an abstract concept. Our local economies, and the wealth, health and environmental sustainability of our communities however are influenced by these wider events. We in turn influence our neighbours in the European Union and beyond.
Scots have always been outward looking. Scots have made their homes across the world and made an enormous contribution internationally. Young and old alike in this country give much to the developing world, through support for non-governmental organisations, from Band Aid to Save the Children. Young people and adults are more likely to join an organisation committed to saving the planet or to combating third world poverty, than to join a political party. We care.
But do we understand the challenges of globalisation? Are we prepared, indeed tolerant enough to handle issues such as xenophobia? Are young people and others in our local communities making enough of the enormous learning and development opportunities that having an international perspective can bring?
In June 2002, I launched the Scottish Executive's first policy statement on community learning and development, along with Ministerial Colleagues, Margaret Curran and Iain Gray. Community Learning and Development: The Way Forward highlighted the importance of this work in contributing to realising a number of key policies. These related to social inclusion and the regeneration of Scotland's rural and urban communities, to widening participation in lifelong learning, and, to a wide range of programmes relating to extending opportunities for young people.
In January the Scottish Executive issued community learning and development guidance to local authorities and their community planning partners. This highlighted four areas of priority for community learning and development practice.
- Increasing levels of literacy and numeracy, ICT and other learning relating to work and life;
- Increasing levels of educational, personal and social development amongst young people;
- Increasing the capacity of communities to tackle issues of concern; and
- Increasing the impact that communities can have upon planning and service delivery decisions.
Each of these priorities could and should be informed by an international perspective. For learners and community-based practitioners alike, community learning and development programmes can be enriched through learning from and sharing with other communities overseas. How do others raise levels of literacy and numeracy, work with young people at risk or support community self help?
This paper presents a number of practical ideas for adapting an international dimension to community learning and development. It explains why and how international education can inform and greatly enhance the learning experience and strengthen community action.
I commend this paper to all community learning and development practitioners and encourage Community Learning and Development Partnerships to use it to inform your community planning strategies and plans.
CATHY JAMIESON, MSP
Minister for Education and Young People
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