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Chapter 11 - International Education

Compulsory Descriptors
European Dimension, International Education

The term "International Education" is used in Scotland in preference to "the European and International Dimension in Education'.

11.1 Historical Overview

Compulsory Descriptors
Historical Perspective

Additional Descriptors (x to left denotes that additional descriptor is covered below)

Historically Scotland has had very close links with mainland Europe, notably with France (with whom a bi-lateral co-operation agreement in education and training was signed by Ministers in Paris on 30 November 2004), but also with the Low Countries, Scandinavia, Poland and the Baltic States. Scotland has also had, for about a century, an Italian community which maintains close links with Italy. More recently, there have been fruitful contacts with many countries and legislative regions of Europe at central government policy level, including formal co-operation agreements signed with Bavaria, Tuscany, North Rhine Westphalia and Catalunya, and twinning arrangements involving Scottish cities and towns have led to cultural links worldwide. Exchanges through schools have been particularly supported by the EU's SOCRATES Programme. These are all in addition to a range of contacts between individuals which have occurred over many years.

The Education Department's International Relations Unit, now part of New Educational Developments Division, is responsible amongst other things for coordinating the flow of information on international education matters to and from SEED and the Scottish Executive Enterprise, Transport and Lifelong Learning Department ( SEETLLD) policy divisions and HM Inspectorate of Education. It has direct and continuous contact with the EU's Education Committee and maintains and develops links with the education ministries of other EU member states and those of the European Economic Area and central and eastern European countries, the Council of Europe, the Organisation for Economic Co-operation and Development ( OECD), UNESCO and other international organisations working in the field of education and training.

Its remit also extends to maintaining a system for ensuring that there is knowledge about international developments at all levels of the Scottish education system and supports SEED and SEETLLD in promoting implementation of their international education objectives. The Unit also leads the Education Department's work on international benchmarking, in conjunction with analytical services colleagues, following the commitment in the 'Ambitious, Excellent Schools' publication (2004) to "benchmark Scotland against international standards, particularly through the work of the OECD, as a basis for bringing about further improvement in performance".

11.2 Ongoing Debates

Compulsory Descriptors
Reform Proposal

The Scottish Executive Education Department is currently in the early stages of reviewing the impact of school level International Education policy and practice, based on an analysis of current provision in terms of key intended outcomes for young people in Scotland. This work will be taken forward in conjunction with the Scottish International Education Advisory Group ( SIEAG).

11.3 National Policy Guidelines/Specific Legislative Framework

Compulsory Descriptors
Educational Legislation, International Cooperation

?An International Outlook - Educating Young Scots about the World?, the Scottish Executive?s strategy document on international education, was published in September 2001 and has given rise to a programme of development in the international sphere. Chapter 2 of An International Outlook defines international education as follows:

"International education is a process by which young people are made aware of international/global issues, come to appreciate cultural diversity, learn from others in an anti-racist society, develop their ability to articulate their beliefs in a reflective manner, learn to make judgements related to objective standards, and are enabled to play an active part - vocationally, socially, culturally and politically - in an increasingly multicultural and international society."

See 11.2 for the latest developments with the strategy.

The document suggests that to be 'internationally educated' should be one of the key outcomes of school education today. International education should prepare young people to:

• understand and appreciate other cultures and ways of life, secure in their knowledge, understanding and appreciation of their own culture;
• explore issues of international consequence and global interdependence on the basis of a sound knowledge of what they mean for Scotland;
• recognise our interdependence with other countries;
• deploy skills that will enable them to enter the employment market successfully and survive within a fast-changing and increasingly global economy;
• develop positive attitudes to life: respecting the views of others, questioning stereotypes and oversimplification of situations, and making sound judgements based on good information;
• be active citizens within Scotland, the UK and the EU;
• develop a commitment to common human values; and
• raise their aspirations and achievements.

In the area of lifelong learning, the European Association of Regional Local Authorities in Lifelong Learning ( EARLALL) is a co-operative federation of self-selecting European regions with a particular interest in lifelong learning. It was founded in October 2001 and its main purpose is to encourage active participation in the development of new policies, strategies and methods for lifelong learning among its members. Scotland joined in September 2003 and is keen to participate in projects which fit with Scotland's priorities.

Other National Policy Documents

There are a number of other national policy documents which help to promote international and intercultural education in Scottish schools. The Ministerial Action Group on Languages 2001 report, 'Citizens of a Multilingual World', established an entitlement to language education starting in Primary 6 (approx. 10 years old), which reflects the non statutory curriculum in Scotland, with the emphasis placed on flexibility and meeting the needs of the individual child. The report suggests ways to offer an additional modern language although in reality this competes with the wide range of subject choice already available to pupils and students. However, for those pupils who wish to pursue more than one modern language the policy on flexibility and entitlement makes this possible.

The Modern Languages in Primary Schools ( MLPS) project and the ongoing financial support for implementation of the recommendations contained in the 2001 report are evidence of the commitment to Modern Languages in Scotland. The report also supports the learning and use of 'community languages' e.g. Urdu, by students who may not belong to the ethnic, cultural or social groups that speak the particular language. It also recommends that community languages should be taught as a first modern language in order to increase the diversification of languages learned and taught.

'Education for Citizenship in Scotland - A Paper for Discussion & Development' (2002), published by Learning and Teaching Scotland ( LTS), includes ideas on how the international and intercultural dimensions in education can contribute to the wider objectives of education for citizenship. There are also a number of other citizenship resources available on the LTS website - www.ltscotland.org.uk/citizenship

11.4 National Programmes and Initiatives

Compulsory Descriptors
International Cooperation

Additional Descriptors (x to left denotes that additional descriptor is covered below)

National Bodies Involved in International Education

In addition to SEED, the main national bodies involved in promoting international education in Scottish education are the following:

• The UK Government Department for International Development ( DfID)
• The Scottish EURYDICE Unit, based within SEED
• EURODESK UK (based in Edinburgh with 40 local partner organisations located across Scotland)
• The European Resource Centre Scotland
• British Council Scotland
• The Office of the European Commission in Scotland
• The 32 Scottish Education Authority International Co-ordinators
• The Scottish Qualifications Authority ( SQA)
• Learning and Teaching Scotland ( LTS)
• Communities Scotland
• The Scottish Further Education Unit ( SFEU)
• The Scottish Centre for Information on Language Teaching & Research (Scottish CILT)
• YouthLink Scotland
• Connect Youth
• The League for the Exchange of Commonwealth Teachers
• The Commonwealth Youth Exchange Council
• Developing Effective International Education Practice Project (a consortium of 16 Scottish education authorities)
• The International Development Education Association of Scotland ( IDEAS)
• The Scottish Development Education Centre
• Achievers International
• The European Movement Education Committee (The Scottish European Educational Trust)
• The European Documentation Centre Network

A major event taking place in Scotland between 29 July and 7 August 2005 is the 3 ^rd World Youth Congress ( WYC). The WYC will bring together in Scotland 600 of the world's most dynamic young people working in the field of social, environmental and sustainable development, from 120 different countries. This event sets a new standard for international youth events, involving young people at every stage of the planning and running of the Congress. It will be the largest and most inspirational gathering of its kind for young people taking place anywhere in the world in 2005. Delegates will join forces with young Scots to undertake hands-on community action projects across Scotland that nurture and support sustainable life-styles, and they will help shape international policy by documenting and showing governments what young people are doing to achieve the UN Millennium Development Goals.

The Congress themes are:

• Sustainability
• Poverty
• Education
• Equality
• Community
• Health

More information on the WYC can be found at www.scotland2005.org

The British Council & British Council Scotland

The British Council (Education and Training Group) of the British Council is the UK national office for information and professional advice on education exchange, the administration of exchange programmes and support for the development of international international education and training across the whole UK. It is the principal national agency for the administration of many parts of European Union programmes such as SOCRATES, LEONARDO and YOUTH. Its principal aim is to improve education and training provision in the United Kingdom through international opportunities for mobility, linking and exchange, partnerships and vocational and in-service training www.britishcouncil.org

The British Council Scotland's education services enhance the quality of learning provision, especially in the areas of foreign languages, communications and other key skills. They add value to primary and secondary education and curriculum development, thereby raising standards of achievement and extending the professional development of educators.

Education UK Scotland is a British Council initiative in partnership with the Scottish Executive and the education sector in Scotland. It seeks to raise awareness of Scotland's educational expertise in overseas markets. Key priority markets for the period 2003-2006 are the USA, China, Vietnam, Russia, Mexico, India, the Gulf States and Kenya. The education sector has regular input into the activities of Education UK Scotland through its steering committee and country working groups. One of the key benefits of Education UK Scotland is that it works across all sectors from schools to universities. Education UK Scotland also works closely with key education and public agencies.

Opportunties for SQA in China

SQA has been developing with the Chinese Government and its agency, the Chinese Service Centre for Scholarly Exchange ( CSCSE), an opportunity to deliver Scottish qualifications in the PR of China and secure Chinese students for education institutions in the UK. There is also potential to bring a significant number of students to Scottish and UK universities for top-up programmes. This accords with current Scottish Executive policy to attract more students to study and work in Scotland through the First Minister's 'Fresh Talent Initiative' - http://www.scotland.gov.uk/Topics/Business-Industry/support/Fresh-Talent .

National Guidance on European Policy and Funding Programmes

Eurodesk Scotland, funded by the European Commission and SEED, provides information and advice on all European policy areas and funding programmes of interest to the education, training and youth sectors. An extensive on-line support service is provided to schools and the further education, community learning and youth work sectors through http://www.eurodesk.org.uk

The further education sector is also served by the Scottish Further Education Unit ( SFEU), which mounts seminars on key themes, and FE colleges may also be the providers of courses arranged by the Local Enterprise Companies ( LEC) and local authorities. The LEONARDO Action Programme of the EU offers further opportunities for training and work placements.

Most FE colleges have recruited European or International Officers to guide them in accessing European and other funds and to promote awareness of international developments.

Higher Education

With regard to higher education, the UK Government agrees with the aspirations expressed in that section of the European Commission's Memorandum on Higher Education which deals with the European dimension. It recognises not only the need to create a European education to match the European expectation of graduates, but also the fact that the higher education institutions ( HEI) in the EU constitute a major influential force in the development of the European Union and its people. All HEIs in Scotland are committed to European and international activities offering opportunities to students and staff alike to participate in exchanges and study visits e.g. via Erasmus, English Language Assistants, the centralised Actions of Socrates under Grundtvig, Lingua, Minerva and Comenius, and activity under separately published calls for submissions.

Community Learning and Development

In Scotland the two main sectors of informal education activity are youth work and community learning and development (including adult education). The Scottish Executive provides support to two national bodies, YouthLink Scotland and Communities Scotland.

YouthLink Scotland has a strong international policy. The YouthLink Scotland international unit includes the Eurodesk UK coordinating office and the Scottish European Resource Centre. The unit is also responsible for the delivery of the European content of the Young Scot national youth information portal for Scotland ( http://www.youngscot.org/channels/europe ).

This European information is well-suited to use by young people, teachers, and schools, colleges and universities. Young Scot is Scotland's national youth information charity. The national youth information portal targets 12-25 year olds. Young Scot is the Euro<26 youth card member for Scotland, a founder member of the network. Euro<26 is the Europe-wide network of discount cards for young people. In Scotland, the Young Scot card is accompanied by a youth information package.

In community learning and development the commitment to developing and maintaining a European dimension has long been discernible. This has been expressed principally through the study of European languages and culture. Responsibility for determining individual programmes in these fields lies with local providers, such as university Continuing Education departments, voluntary organisations like the Workers' Educational Association ( WEA) and local authority community education services.

An important publication, Think Global; Act Local was published by the Scottish Executive in April 2003 and distributed widely across the Community Learning & Development ( CLD) sector. This publication, whose core aim is to promote the international dimension in Community Learning & Development ( CLD) and link in with the current CLD agenda of partnership working, Personal & Social Development ( PSD) and capacity building, is the companion document to the 2001 publication An International Outlook: Educating Young Scots about the World, which outlined an international education strategy for the school education sector. It addresses the needs of those in the informal sector for advice and support in promoting international education through Community Learning and Development.

As the then Education Minister stated in her Foreword, "Globalisation is impacting daily upon us, especially at this difficult time of conflict. It is ever more pressing that we understand the complexities of the modern global world, and that we help those in our communities to do so."

The strategy document dovetails well with the 2002 publication Community Learning and Development: The Way Forward and the guidance subsequently issued in January 2003. International education has much to offer towards implementing the four priorities identified in that document, perhaps especially to "increasing the capacity of communities to tackle issues of concern". As UK Prime Minister Tony Blair says in the Introduction: "In our rapidly shrinking world, the fates of people across the world are more and more bound together. The new global challenges, whether it is climate change, or crime, or terrorism, or mass migration, these are problems that we solve together as one global community or not at all."

Action at Local Authority Level

Awareness of the importance of international education is high among Scottish education authorities, all of which have appointed a named International Co-ordinator to promote developments at local level. A small number of these International Co-ordinators spend all of their time on this work but most have other responsibilities in their remits. The International Co-ordinators meet on a fairly regular basis with SEED and British Council Scotland and participate in the major national initiatives designed to promote international education, e.g., Comenius and International Education Weeks in November. Some education authorities see their international policy as part of a wider multi-cultural, anti-racism education policy or as contributing to developing a general international perspective which encourages avoidance of stereotyping, absence of prejudice and respect for other ways of life.

Key areas considered by the 32 education authorities in Scotland include:

• the development of policy positions on the European/international dimension in the curriculum;
• promotion of international awareness and outlook among teachers through in-service training and exchanges, especially short-term study visits to other countries;
• the incorporation of the European/international dimension within School Development Plans and Local Authority Improvement Plans; and
• the monitoring and further development of a European/international dimension in school curricula, including promotion of school-school links and partnerships.

Developing Effective International Education Practice ( DEIEP) Project

The Developing Effective International Education Practice ( DEIEP) Project began as a pilot initiative in September 1998 with the aim of examining ways of promoting staff development opportunities overseas, which reflected national educational priorities and key targets/issues of the thirteen local authorities involved in the partnership at that time. Following a successful external evaluation report by SEED in July 2001 it was agreed to continue the pilot initiative until March 2002. It was further agreed that from April 2002 till at least March 2004 a DEIEP II initiative would be developed. A further two local authorities requested to join, Aberdeenshire and Perth and Kinross. Dundee confirmed that they would join in 2004. The funding for the project comes from SEED, Glasgow City Council Education Services and the other 15 local authorities in the consortia. Further Scottish Executive funding for the project has been approved for 2004/2005.

Revised strategic aims and operational objectives were developed for DEIEP II and will be continued for DEIEP III. There are 3 strategic aims:

• To raise the quality of learning and teaching process in local authorities through effective international continuous professional development programmes;
• To explore ways at a national level re support for ICPD opportunities with the concept of international education based on DEIEP policy and practice; and
• To examine the feasibility of gaining accreditation and identification of standards for work undertaken as part of ICPD opportunities.

In 2004 - 2006 more research will be undertaken to further examine the effect of ICPD on raising standards and the learning and teaching process.

Information on the project can be found on the DEIEP website www.deiep-int-off.org.uk , which also contains a section on reports written by Scottish teachers, catalogued under the key educational goals agreed by the consortium.

Scotland/Catalunya Teacher Exchange Programme

The Scotland/Catalunya teacher exchange programme is a programme of one week, home to home reciprocal exchanges which offer teachers the opportunity to:

• find out about the other country's overall education system
• study aspects of the system which were of particular professional interest
• visit a range of schools and colleges
• work with pupils in their partners' schools
• learn something of the culture and history of the other country
• live as guests in their partners' homes for a week, thus finding out about life in a real family

Overall, more than 40 teachers from all parts of Scotland have taken part in the exchanges and in many cases have developed both personal friendships and further educational projects with the partners' schools.

Among the spin-off benefits from the exchange for Scottish teachers and schools have been a large number of Comenius projects, student immersion visits and participation in educational and heritage projects.

11.5 International Education through the Curriculum

Compulsory Descriptors
Curriculum

Additional Descriptors (x to left denotes that additional descriptor is covered below)

In Scotland the international dimension in education is closely related to the intercultural agenda, with appreciation of young people's place in the wider world often combined with an understanding of the range of cultures and backgrounds within the school community and the wider country.

An important guidance document which promotes the global and intercultural dimension in education is The Global Dimension in the Curriculum (2001), published by Learning and Teaching Scotland in conjunction with the Scottish Executive, the UK Department for International Development ( DFID) and the International Development Education Association of Scotland ( IDEAS). This publication is intended for teachers, head teachers and others with a responsibility for planning the curriculum in primary and secondary schools. It aims to set out in a straightforward way what the global and intercultural dimension of education comprises, its importance in the education of young people and how it can readily become a part of schools' curriculum provision. It takes as its starting point the appreciation that teachers have an increased responsibility to ensure that learners see themselves as participating citizens in local, national and global communities.

The document suggests, in line with general approaches taken in Scotland in this area, that the global (and intercultural) dimensions in education are not additional subjects, but are best developed across the curriculum (the same approach is taken with values and citizenship education). The document goes on to say that fostering this dimension " … is also furthered through a school ethos that is founded on inclusion, care and justice and in practices that foster democratic processes and principles. The global dimension that therefore enrich the whole life of the school in a number of ways, including opportunities for school linking and partnership." The Scottish Executive supports such links through bodies such as British Council Scotland and others, and these links can contribute to greater intercultural understanding at local level.

The Global Dimension in the Curriculum was reprinted in 2002 because of its high uptake in universities involved in teacher education. To take account of most recent education policy initiatives and other developments, a revised and updated version is currently being prepared for publication later in 2005.

Learning and Teaching Scotland ( LTS) has produced its own specific guidance on the European dimension as part of its advice to schools on the Environmental Studies area of the 5-14 curriculum. It includes ideas relating, for example, to: Europe around us; past and present Europe; direct experience of Europe; enterprise and independence; and European citizenship.

SEED was instrumental in establishing the EURODESK information service in 1990 for schools, further education colleges and youth and community groups. EURODESK was first set up as a unit within the Scottish Community Education Council ( SCEC) (now Communities Scotland ( CS)), but it has since expanded enormously. With the support of the European Commission it now offers its information service on opportunities for the education, training and youth sectors in every country of the European Union, the European Economic Area, and the countries of central and eastern Europe which are about to join the EU. Because of this expansion, the European network coordinating office has now moved to Brussels and become an integral part of the information services offered by the Commission's Directorate General for Education and Culture ( DGEAC).

The Eurodesk UK coordinating office in Edinburgh is co-located with the European Resources Centre for Scotland ( ERC Scotland). Together they provide an information service to young people, pupils/students in schools and further education colleges and those who work with them. Supported by YouthLink Scotland, the European Commission, and SEED, they provide information and documentation on the European Union, European funding and mobility. They maintain their own database of over 130 European funding programmes and, in addition to providing free resources, offer a variety of subscription services for specialist publications and research.

Eurodesk also produce their own monthly newsletter, 'Update', focusing on European news, deadlines for applications/proposals and events; and they also provide an email alert service covering similar areas. Eurodesk delivers training on the European Union, European funding and technical database and communications training to 100 partner organizations in the youth information and youth work fields UK-wide, 40 of which are located in Scotland.

Awareness of Europe and European issues amongst schools and colleges is supported by ERC Scotland who offer help with European projects and class work. A similar support service for Higher Education is provided through the European Documentation Centre Network. This network is supported by the European Commission and the four universities - Aberdeen, Dundee, Edinburgh & Glasgow - involved in the network, with EDCs located in their respective libraries. They hold a wide range of official EU documentation, and their main focus is providing a service for staff and students, although they are also open to the general public.

Certification

An increasing number of secondary schools now have pupils taking modular courses in European Studies, successful completion of which is recorded on the certificates of the Scottish Qualifications Authority. The guidelines and materials prepared for these courses offer further support to secondary schools seeking to introduce a European dimension into their curriculum.

Some education authorities issue their own International Education Excellence award or certificate of achievement in international education in some form to schools which are doing particularly good work in this area.

Regular feedback by all education authorities to SEED through the International Co-ordinators ensures that a watching brief is maintained on progress in developing the European dimension in schools. A pro-forma for self-evaluation by individual institutions forms part of SEED's strategy paper, and this has been augmented by the publication 'How Good is our School at International Education? (HGIOS@IE?)' (published March 2003), which offers a framework of quality indicators to schools engaged in self-evaluation of this aspect.

SEED undertook to follow up the An International Outlook (2001) strategy paper with assistance to schools in devising sound approaches to evaluating international education. The collation and dissemination of good practice in international education was also identified as a key objective. The HGIOS@IE? toolkit (paper and CD-ROM versions have been made available to schools) seek to address both these aims in a concise and user-friendly format. An associated website is also being developed.

Audit of overall provision in each education authority's schools is the responsibility of the International Co-ordinator, who is also expected to analyse needs and develop appropriate strategies for the future development of the European/International dimension in her / his area.

11.6 Mobility and Exchange

Compulsory Descriptors
International Exchange

Additional Descriptors (x to left denotes that additional descriptor is covered below)

Scotland has participated in all the major EU Programmes associated with education and training: SOCRATES (including the ERASMUS and COMENIUS elements), LEONARDO, YOUTH), and the Framework Programmes for Research and Development. It has had particular success with the SOCRATES and YOUTH Programmes. British Council Scotland is responsible for the implementation and administration of all elements of the SOCRATES programme including Comenius 1, 2 and 3, Arion and Grundtvig. The Comenius Assistants programme is administered for the whole of the UK in Edinburgh; the Comenius Actions of the EU's SOCRATES programme provides Scottish schools with a range of opportunities for joint curriculum projects with schools in other countries and initial and in-service training projects and courses for school education staff.

Given recent world events, the role of education in preparing our young people to be outward looking citizens of the world is becoming ever more important. The Scottish Executive Education Department is concerned to ensure that Scottish education takes full advantage of the many opportunities available to education institutions, students and staff in education and training on the international stage, so produces an International Opportunities within Scottish Education and Training guidance booklet every year in order to encourage maximum participation in this various programmes.

The booklet provides a first stop, basic information resource on a range of international opportunities that are available to the education, training, youth and community learning and development sectors in Scotland. Details where further information can be obtained are included at relevant points. There are several Agencies which can offer full advice and information to all those interested in exploring the exciting possibilities open to people in Scotland to work and/or study abroad - details of what they can offer, their addresses, telephone numbers, email addresses andwebsites are also given.

The booklet is updated annually and distributed to every school, college and university in Scotland. The 2004 edition can be viewed on the Scottish Executive website at http://www.scotland.gov.uk/library5/education/io0304-00.asp

Additionally there are a number of different programmes which promote mobility and exchanges with other parts of the world, detailed in the next section.

11.6.1 Mobility and Exchange of Pupils/ Students

Compulsory Descriptors
Student Mobility

Additional Descriptors (x to left denotes that additional descriptor is covered below)

International School Linking

Comenius

Comenius 1 School Projects involve at least three schools across at least three countries who work together on a cross-curricular project for up to three years. Comenius Language Projects involve students aged 14-25 in two schools who take part in a curriculum project which includes a reciprocal two-week exchange of students in order to help improve foreign language skills.

Comenius School Development Projects support partnerships of schools that co-operate on a variety of school management or development issues. All applicants for Comenius 1 projects (as well as for Comenius Language Assistants-see below) must be contained within a Comenius Plan, which is submitted at the same time as the project application. The Comenius Plan allows schools to place all their European activities within one overall framework. Funding is also available for a preparatory visit in order to lay the foundation for a Comenius 1 project.

MontageWorld

MontageWorld is a British Council global web-based programme of collaborative curriculum projects, which encourages the development of international communities. Made by teachers for teachers, it encourages global communication, creates virtual communities, provides practical and educationally valid activities and develops research, problem-solving and communication skills. MontageWorld is now being localised out to a number of country sites to allow greater relevance to local needs and enable more focused linking with UK schools.

Windows on the World

Windows on the World is a website set up by the British Council to link schools and colleges worldwide and promote international curriculum projects. It offers advice and guidance on developing partnerships and projects; highlights a range of exciting activities undertaken by school/college partnerships across the world; provides hotlinks to other related websites; and includes an interactive partner-finding database. For further information visit the Windows on the World website at www.wotw.org.uk

UK Government Department for International Development ( DFID) Global School Partnerships Programme (formerly known as North-South School Linking)

This programme, funded by the UK Government's Department for International Development ( DFID), supports partnerships between schools in the U.K. and in the developing world which bring a global dimension to pupils' learning. Global dimension goals involve extending pupils' views of the world and developing their capacity to contribute to the choices they can make in democratic societies and in an interdependent world. These goals draw on Scottish international dimension policy documents such as How Good Is Our School at International Education? ( HMIE, 2003); Education and Citizenship in Scotland ( LTS, 2002); An International Outlook: Educating Young Scots About the World ( SEED, 2001); and The Global Dimension in the Curriculum ( LTS, 2001).

British Council Scotland manages the programme for the whole of the UK and provides advice to schools about partnership relationships and about global dimension opportunities relevant to their curricula. They distribute grants to school partnerships which demonstrate commitment to global dimension learning goals and support the personal and professional development of staff through training, including opportunities for accreditation.

Further information is available at www.britishcouncil.org/globalschools

East West Schools Programme - Linking Schools in Great Britain and Ireland

Following the Good Friday Agreement, the East-West Schools Programme initiative was set up to strengthen school partnerships between young people in Ireland and Great Britain. The initiative, also the responsibility of British Council Scotland, has the following aims:

• To promote school partnerships and opportunities for transnational cooperation and mobility
• To focus on young people and their teachers
• To contribute to the professional development of teachers
• To bring added value to the learning experience
• To target the school in its widest sense

There are 4 strands of activity:

• Seminars for partner finding
• Grants for preparatory visits enabling teachers to meet to plan and develop projects within the partnership
• Funding for joint projects to include project-related field trips for pupils
• Two-week exchanges for teachers

Achievers International

Achievers International is an entrepreneurial import/export programme. The project is open to all schools and colleges, though most members are in secondary schools. There are currently 5,000 students participating in over 15 countries. Achievers International is very flexible and can run as part of various higher and standard grade courses, or as a stand-alone extra-curricular activity. Students form companies and link with an overseas partner school(s). The students communicate on a weekly basis using e-mail, fax and video conferencing. Companies source products, exchange samples, conduct market research, import and export. Each company is responsible for selling its imports to the local community.

As Achievers International concerns real business in real time, there are challenges to meet. Creativity and entrepreneurship are continually developed. Students gain and enhance skills essential to the world of work - teamwork, communication, problem solving, confidence and self-esteem to name a few. As mentors and facilitators, teachers see the benefits for students, and their working relationships.

For further information and details visit http://www.achieversinternational.org

British Council International School Award

The British Council International School Award is an accreditation scheme for international curriculum work open to all schools (nursery to Sixth Form) in the UK. The scheme recognises successful practice in curriculum based international work in schools. Successful schools are accredited for three years. They receive a certificate at a national presentation and the use of a logo. The benefits are a framework for developing international work, a dossier of evidence, PR and media coverage and a sense of recognition throughout the school. The accreditation process takes approximately 18 months to complete. The scheme has accredited 264 schools since 1998 and 120 schools are working on International School Award Action Plans in 2003/2004. 75 new schools gained the award in 2002. The Award was introduced to Scottish schools for the first time in 2003.

Further information on the British Council International School Award is available at www.britishcouncil.org/education/schools/award.htm

11.6.2 Mobility and Exchange of Teaching and Academic Staff

Compulsory Descriptors
Teacher Mobility

Additional Descriptors (x to left denotes that additional descriptor is covered below)

Some aspects of Comenius 1 Projects are also relevant to teacher exchanges and mobility - see section 11.6.1.

Comenius 2 Projects

Comenius 2 supports initial training and continuous professional development through providing training bursaries for teachers, trainee teachers and other staff. Courses normally centre around one of the following themes: supporting the European dimension in schools; raising achievement whilst ensuring pupils with special needs are integrated into the class; the teaching of foreign languages; supporting the children of Gypsies, Travellers, occupational travellers and migrant workers and those at risk of exclusion or discontinuity in education.

Comenius Language Assistants are prospective teachers of foreign languages from other countries who support the European dimension across the curriculum and may also help teach their native language. They can spend 3-8 months in any EU or EEA country.

Comenius 3 Projects

Institutions who are or have been involved in Comenius 1 and 2 may also apply to become part of a Comenius Network under Comenius 3. The Networks themselves share innovation, best practice, experience and research in the field of school education. Outcomes from Networks could include conferences, publications and teaching materials.

English Language Assistants

Young teachers working in Scotland can work as an English Language Assistant abroad through the long-established English Language Assistant programme, which is administered by British Council Scotland on behalf of the Scottish Executive Education Department.

English language assistants are usually either undergraduates who wish to spend the third year of their language degree course abroad or recent graduates of languages or other disciplines aged from 20-35. Young practicing teachers may also apply. Assistants spend the academic year assisting with the teaching of English in schools and colleges in Europe, Latin America, Russia, China, Canada (Quebec) and French-speaking Africa. Posts in some countries require the assistant to take full responsibility for classes, but normally the assistant works with small groups or together with the teacher and the whole class, encouraging the students in the development of their spoken English. They are asked to talk about their own interests and aspects of their culture, and to provide background information about the UK from a young person's perspective.

Assistants must normally have a minimum of Higher Grade in the language of the target country (except for Russia and China).For Russia they must normally be a graduate with a degree where Russian is a major subject. There is no language requirement for China. They work 12 hours a week and are paid a salary which varies according to the country. Benefits include the development of an in-depth knowledge of another language and culture and valuable career skills in communication, presentation and time management. The closing date for applications is normally 31st January for assistantships in the following academic year. Languages undergraduates will receive further information and application forms from their university department. For more information see www.languageassistant.co.uk or email British Council Scotland at internationaleducationscotland@britishcouncil.org.

Foreign Language Assistants

Foreign Language Assistants ( FLAs) are undergraduates or recent graduates from abroad who elect to spend a year in the UK as part of their university studies/professional development. The majority are prospective teachers who have specialised in English, but a few come from commercial or technical backgrounds. They spend 12 hours per week assisting class teachers with oral work in their native language, usually French, German, Spanish, or Italian or Russian. They are paid a salary by the local authority or employing institution.

A Foreign Language Assistant is a good investment if a school is:

• looking for fresh, fun input at primary level
• training older students for oral exams
• anxious to promote a positive image of language learning
• wanting to get involved (or more involved) in European projects or the European dimension across the curriculum
• keen for students to have the personal and social development benefits of interacting with young people abroad
• committed to helping staff keep their language skills and cultural knowledge up to date

FLAs:

• assist the teacher in oral work in the classroom (group work, role play etc) or work separately with small groups
• stimulate genuine classroom communication in the foreign language
• bring the foreign country and its culture into the classroom
• can produce resources or make authentic recordings for use in the classroom

2004 is the 100 ^th anniversary of the Language Assistant scheme. There will be special events taking place in Scotland, including competitions for schools. For further information on the anniversary events and the scheme in general check the website. Further information is available at www.languageassistant.org .

Council of Europe In-Service Training Programme for Educational Staff

This programme is a Council of Europe activity and falls within the framework of the Council for Cultural Co-operation ( CDCC). The Scottish programme is managed directly by SEED. It enables teachers, head teachers, school inspectors, curriculum advisors and teacher trainers from the 48 CDCC member States to take part in:

• Short national in-service training courses (three to five days) held in one of those countries
• A week-long European seminar held four times a year in Donaueschingen (Germany), organised by the Council of Europe with the German authorities and the Land of Baden-Württemberg

The programme's objectives are:

• To help educational staff to widen their cultural horizons, enrich their professional experience and disseminate knowledge
• To help them exchange ideas, information and teaching material and establish links with colleagues in their countries
• To associate educational staff more closely with the Council of Europe's work on education

Further information is available from the Council of Europe website at http://www.coe.int/T/E/Cultural_co-operation/education/Teacher_training or contact the Scottish Executive Education Department - International Relations.

The League for the Exchange of Commonwealth Teachers ( LECT)

LECT offers educators a range of opportunities for international professional development within the 54 countries of the Commonwealth. These include one year and short term exchanges, study visits, job shadowing and custom designed programmes. The member countries of the Commonwealth are a diverse group of nations, sharing common values, which represent almost one third of the world's population, and are able to offer a unique range of professional experiences.

LECT's mission is to promote excellence in education throughout the Commonwealth by developing, promoting and supporting:

• international educator exchanges and study visits
• international collaboration and linking
• information sharing and support
• shared experience and good practice
• enhancement of the professional status of teachers

LECT's programme priorities focus on:

• involvement of resource poor countries of the Commonwealth
• innovative educational research proposals
• involvement of schools and EAs previously under represented in
• international professional development programmes

For further information please consult The League for the Exchange of Commonwealth Teachers website at www.lect.org.uk

Scotland/South Africa Education Interchange Pilot Project, 2003-2004

This pilot professional teachers' interchange project between Scotland and South Africa commenced in September 2003. This pilot project provides for a mutual, reciprocal international professional development initiative for educators. It departs from the traditional model of one year exchanges into a more user-friendly one-term interchange. The proposal is also intended to provide a model for developing future professional interchange with other resource-poor countries.

This project aims to provide opportunities for educators in Scotland and South Africa to experience each other's educational systems and to develop their professional skills in a new environment. The value of developing professional contacts and interchanges has long been recognised both by the UK education departments, (who have provided funding to allow UK educators to undertake international professional development initiatives,) and by the Commonwealth, who in the communiqué issued following the 14th Conference of Commonwealth Education Ministers, held in November 2000 in Halifax Nova Scotia, confirmed the importance of professional exchanges in capacity building projects.

interchanges last for 10 weeks and the partners are able to welcome and guide each other on arrival and to provide support and advice to each other during the period of exchange. A group of South African teachers came to Scotland in the autumn of 2003 and stayed over for the 15 ^th Conference of Commonwealth Education Ministers (15 CCEM) from 27 to 30 October 2003. The Scottish teachers went to South Africa in February 2004.

The proposal is designed to provide a three year pilot so that the implications of the interchange can be more clearly identified and the interchange itself be fully evaluated.

Fulbright Teacher and Administrator Exchange with the USA

The Fulbright Exchange programme between the UK and the USA is managed on behalf of the UK by the British Council in Northern Ireland. These exchanges offer benefits in terms of both personal and professional development. Increased confidence, motivation and a refreshed approach are some of the advantages that have been reported. Schools have the opportunity for exposure to another system and culture and long term links often result. Participants work in all levels and sectors of the education system from pre-school to further education and in all subject areas. Many undertake their partners' duties exactly. In other cases more flexible arrangements are made. There is now greater flexibility with shorter-term exchanges and head teacher work-shadowing. 2004 marks the 80 ^th anniversary of the Fulbright Exchange scheme.

Teacher Exchange Europe

This programme, managed for the UK by the British Council in London, is open to teachers of modern languages who wish to exchange posts with a teacher in France, Germany or Spain. Candidates are required to identify their own partner, and may exchange for 6 weeks, one term or an academic year. Benefits include an opportunity to refresh language skills and cultural knowledge of the host country, develop school links and exchanges, gather resources and exchange materials. Scottish teachers retain their own salaries while abroad. The British Council offers advice via its website, and handles the official paperwork and travel grant relating to the exchange. The closing date is normally in spring each year for the following academic year.

Further information on this programme is available at http://www.britishcouncil.org/education/teachers/txeurope.htm

The British Council Scotland and DEIEP also provide opportunities for facilitating the study of particular aspects of a foreign educational system through International Study Visit / International CPD grants.

Exchanges and Study visits with Commonwealth Countries

The League for the Exchange of Commonwealth Teachers ( LECT) facilitates a number of visits and exchange opportunities among and within Commonwealth countries, including calendar and academic year exchanges, short term exchanges, study visits and job-shadowing programmes. Full details of LECT's programmes are sent out to local authorities and are available on the LECT website at www.lect.org.uk . DEIEP and British Council Scotland also work with LECT on exchanges with Commonwealth countries.

Vocational Training

International Opportunities for Further Education Colleges

All of the British Council exchange programmes and study visits described earlier are also open to staff in FE colleges: Fulbright UK/ US Teacher Exchanges, Teacher Exchange Europe and International Study Visits. FE colleges may also host a Foreign Language Assistant, or prospective HND graduates/young staff may wish to work as an English Language Assistant.

11.7 Statistics

Compulsory Descriptors
Statistical Data

International Student Numbers
British Council Scotland estimates that in year 2002-03 there were around 21,000 non- EU international students in Scotland, generating an estimated £130 million for the Scottish economy and supporting around 7,000 full time jobs.

EU Youth Programme
British Council Scotland had funded 72 youth exchange projects in the period February to November 2004.

Foreign Language Assistants Programme
Foreign Language Assistants 2004-2005:
Total: 262

English Language Assistants Programme
English Language Assistants 2004-2005
Total: 261

EU Comenius 1 Socrates Education Action Programme
72 school partnerships.

Teacher Exchanges
British Council Scotland reported (2004-2005) 1 one-term and 7 one-year Fulbright exchanges with the USA.
There are no current exchanges within Europe.

Developing Effective International Education Practice ( DEIEP) Project

The DEIEP website contains a total of 311 international study visit and teacher exchange reports, completed by participating teachers. Reports classified under 18 key educational targets/issues. They can be viewed at www.deiep-int-off.org.uk .

The Scottish Council for Independent Schools ( SCIS)

SCIS compiled numbers of international pupils attending independent schools in Scotland for 2003/2004. There were 475 international pupils ( i.e. non-British passport holders) from 41 different countries world-wide attending SCIS schools during this period.

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