The Nonformal Education Sector and Global Competence Education

Howland, Corinna; Jones, Sarah-Louise; Liles, Melissa; Rey Vasquez, Carla

Abstract

The vast majority of current literature on global competence education focuses on issues in formal academic settings and through traditional educational pathways, such as school settings (e.g. Boix-Mansilla & Jackson, 2013; Johnson et al., 2011) and in universities (e.g. Li, 2013; Lohmann et al., 2006). There is a notable absence of material on global competence education in the non-formal education (NFE) sector. Therefore in this chapter we review the state of global competence education exclusively in the non-formal sector using data gathered from a variety of international NFE organisations and discuss how the findings from this review relates to the formal education (FE) sector.

The NFE sector represents a significant, yet understudied, contributor to global competence education internationally. To address this, we conducted research in 2020 and updated case studies in the first half of 2021 to examine how global competence development is fostered by non-formal educators to complement or, in some cases, substitute for in-school global competence education (GCE) offerings. We sought to analyse how NFE actors are engaging in GCE in Europe and beyond and to examine what, if any, interactions they have with the FE sector, especially with teachers, teacher trainees, and teacher educators. The research forms part of a larger Erasmus+ funded project on Global Competence in Teacher Education (GCTE) (2019-2022), which aims to develop future cohorts of teachers who are globally competent themselves and have the skills to develop global competence in their students.

The chapter is organised as follows: we first define NFE and FE and explain our methodology and research design. We then analyse the definitions of global competence offered by twelve NFE actors and map their relevant offerings. This is complemented by an in-depth analysis of five organisational case studies and we conclude with key insights from an analysis of different NFE approaches to GCE and training.

Citation

Howland, C., Jones, S.-L., Liles, M., & Rey Vasquez, C. (2023). The Nonformal Education Sector and Global Competence Education. In C. E. Ullom, & N. Guler (Eds.), At School in the World: Developing Globally Engaged Teachers. Rowman & Littlefield

• Publication Date: 2023-02
• Deposit Date: Jan 18, 2022
• Publisher: Rowman & Littlefield
• Series Title: Global Teacher Education
• Book Title: At School in the World: Developing Globally Engaged Teachers
• Chapter Number: 3
• ISBN: 9781538153826; 9781538153833
• Public URL: https://hull-repository.worktribe.com/output/3827775
• Publisher URL: https://rowman.com/ISBN/9781538153840/At-School-in-the-World-Developing-Globally-Engaged-Teachers
• Contract Date: Aug 16, 2021