Written evidence submitted by DEA

 

22 September 2009

 

About DEA

DEA is an education charity that promotes global learning. We work to ensure that people in the UK learn about global issues such as poverty and climate change and develop an open-minded, global outlook. DEA defines global learning as education that puts learning in a global context, fostering:

• critical and creative thinking;

• self-awareness and open-mindedness towards difference;

• understanding of global issues and power relationships; and

• optimism and action for a better world.

DEA has a network of member organisations working directly with educators across the country.

 

Analysis and recommendations

 

1. Commitment to education and learning

1.1 We welcome the commitment to education and learning. A key message within the White Paper is around global interdependence. It is essential that the UK public develop a deeper understanding of this global interdependence and the implications of their local actions and choices on global issues. This deep understanding will also help to ensure that the UK public recognises the importance of the UK's contribution to the Millennium Development Goals, counteracting a trend noted in the Annual Report: "There have also been early signs that support for aid spending amongst the UK public is diminishing" (1.11; Annual Report)

1.2 For this reason DFID's work on Building Support for Development (BSD) must encourage deep engagement with development issues. We welcome the White Paper's commitment to encourage critical thinking amongst young people: "Young people in particular need to be encouraged to think about development issues for themselves and come to their own conclusions." (7.51; White Paper)

1.3 This commitment builds on the original vision set out in the Department's BSD strategy, and rebuts recent claims (in Policy Network's 'Fake Aid' report) that DFID's work on education and learning is simply a propaganda exercise for the Department.

1.4 We therefore recommend that:

1.4.1 DFID restates its vision and support for global learning in the UK through the BSD programme, as an effective way to promote deep engagement and critical thinking on global interdependence.

1.4.2 In the medium term, DFID considers incorporating the BSD programme into its Civil Society team rather than its Communications division. This will emphasise that DFID's commitment to education and learning contributes to strengthening civil society, rebutting the claim in the 'Fake Aid' report that BSD is a propaganda programme for DFID.

 

 

2. Collaboration with education departments in the UK

2.1 We welcome DFID's commitment to "deepen [their] collaboration with the education departments and institutions that influence schools and teachers in the UK." (7.51; White Paper). We note that DFID and DCSF have recently mapped their respective work programmes around global learning and are looking for ways to work together more closely, and we welcome this.

 

3. The importance of global youth work to DFID's education and learning agenda

3.1 It is important that education about global interdependence is not restricted to schools. Young people learn outside of the school system and supporting this non formal activity is crucial. Global youth work is essential in developing global learning amongst all young people. There is increasing demand from the youth sectors to introduce global learning into their work in response to the interests and concerns of young people and the recognition that global youth work can enhance the positive outcomes for young people and their communities.

3.2 Global youth work can also bring quality global learning to young people not engaging with school; it can support and take forward the learning from international volunteering and exchanges; and can help give young people the confidence and skills to be involved in international decision-making forums on issues that affect them.

3.3 Recent reviews of DFID's BSD programme recommended that the Department should broaden its focus from education in the formal sector to youth work, adult education and other opportunities to embed global learning.

3.4 We therefore recommend that: DFID commits to support global youth work in the UK as part of its BSD programme, and provides strategic coordination to ensure the potential of this work is maximised.

 

4. The importance of adult education to DFID's education and learning agenda

4.1 More generally, it is important not to restrict global learning to young people - there needs to be engagement with adults, through a range of institutions including NGOs, trade unions, faith groups, further, higher and community education. There are references in other parts of the White Paper to working in partnership with some of these groups. Education needs to play an important role in these partnerships to ensure deeper engagement and understanding.

4.2 DFID has Programme Partnership Agreements (PPAs) with a significant number of NGOs, which include a commitment from the NGO to promote development education in the UK. These PPAs offer DFID an opportunity to ensure that NGOs offer global learning to people of all ages in the UK.

4.3 We therefore recommend that:

4.3.1 DFID commits to support global learning for adults in the UK as part of its BSD programme.

4.3.2 DFID deepens and broadens its partnerships with a range of civil society organisations in order to strengthen global learning for adults in the UK.

4.3.3 DFID challenges UK NGOs to ensure that they are adequately fulfilling their PPA commitment to education and learning on global issues.

 

5. UKAID logo

5.1 We are concerned that the new UKAID logo will be an obstacle to public understanding of international development. The logo suggests that the UK's response to global poverty and inequality can be limited to the provision of aid, when in reality effective international development requires careful coordination of a wide range of government policies, from trade and foreign policy to climate change and energy policies.

5.2 We therefore suggest that whilst the new logo may clarify where UK public resources are being spent, it will hinder deeper debate on the UK's roles and responsibilities in a globally interdependent world.

5.3 We therefore recommend that: DFID reconsiders the use and prominence of the UKAID logo, in light of its probable impact on public understanding of international development. This is particularly the case in relation to work in an educational context.

 

6. Building Support for Development programme

6.1 DFID has recently reviewed its BSD programme. We welcome the review of the Department's work in this area, but are concerned about the timing. Any changes made to the programme will need to be implemented swiftly to avoid clashing with the run-up to a general election next year - otherwise programmes and partners will be left with a long period of uncertainty.

6.2 As the BSD synthesis review notes, DFID does not have expertise on the UK stakeholders and agendas with which it is seeking to engage. In order to address this lack of expertise, we suggest that the Department could set up formal advisory structures to support the development of the BSD programme. These advisory structures could take the form of two advisory boards; one for the formal education sector and one for BSD more widely.

6.3 Thinking and expertise on BSD has moved on from when the BSD strategy was written over 10 years ago.

6.4 We therefore recommend that:

6.4.1 DFID set up formal advisory structures to support its thinking and work around BSD.

6.4.2 DFID reviews the BSD strategy and sets new objectives for building engagement in development issues in the UK. We recognise that this may not be an immediate priority but we believe it would be a useful thing to do in the next 24 months.

 

7. DFID's support for school linking

7.1 DFID will spend £22 million to support school linking through its Global Schools Partnership programme (DGSP). PricewaterhouseCoopers note in their review of the BSD programme's education work, there are suggestions that "international school partnerships promote 'one-off' encounters with development issues, as opposed to more sustained engagement that can be brought about through curriculum development." This issue was also raised by the Select Committee in your recent report on Support for Development in a Downturn.

7.2 We understand that DFID has commissioned an in depth evaluation of DGSP. We look forward to the findings of this review so that we can better understand the effectiveness and cost effectiveness of school linking.