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These recommendations come from the University of Wales, Bangor ESD&GC in ITET project (Bennell, 2004)

Recommendations for embedding education for global citizenship and sustainable development in ITET courses

These recommendations come from the University of Wales, Bangor ESD&GC in ITET project (Bennell, 2004)

• A co-ordinator should be appointed with special responsibility for EGCSD. This person should either be already working within the system or be closely associated with it.
  
• An audit should be carried out to find out what is already going on in courses that is relevant to EGCSD. There will be content which may only need a few connecting sentences to draw out its relevance.
  
• Work should occur within the institution’s structure. EGCSD can and should be, embedded at various levels of an institution, such as:
• into lecture and seminar content;
• into module documentation;
• into course documentation;
• into whole school policy and mission statements;
• into University policy
  
• Agreement should be obtained from senior management, but discussion should also be addressed at all levels of the organisation. Once ideas are formed, practice will change. Senior management may need to see examples of good practice before being convinced of the worth of addressing EGCSD at institutional level.
  
• Champions of EGCSD in the institution should be identified. There will be people in each institution who are particularly interested in EGCSD. Bringing them together in a Focus Group can form a trigger for other awareness-raising activities.
  
• The educational value should be highlighted; reference should be made to key documents.
  
• Allow time for the process to be fully implemented; much of it is about changing the way people think. It cannot be forced on people. It is about discussion, exploration and negotiation.
  
• Time and resources will need to be found to ensure staff training. This should fit into the staff professional development programme.
  
• International projects should be encouraged, especially those which involve two-way partnerships. These help build inter-cultural understanding. Staff, students and teachers should ideally all be involved.
  
• Partnership schools should be involved from the start. EGCSD should be clearly identified as an aspect to be addressed on school experience. Specific awareness-raising and training for all mentors is desirable and collaboration with LEA training should be ensured.
  
• Connections should be made with, and attention drawn to, other relevant events in the university.
  
• The expertise available in Development Education Centres and Development NGOs, as well as in other university departments, should be utilised to enrich ITET courses.

Bennell, S. (2004) Embedding Education for Global Citizenship and Sustainable Development in Intial Teacher Education and Training Courses, World Education Centre, University of Wales, Bangor