Project Methodology Outline

Selection of programmes of study
- discussions with the IoE (Institute of Education)
- selection of active and control programmes of study
- the scope of project with the programme's selected

Initial research
- Audit of the extent to which the global dimension is currently present in the programmes selected
- Baseline study of attitudes, values and dispositions amongst teacher trainers and students
- Selection of sample numbers amongst staff and students
- Selection of methodology
- Selection of questionnaire sample
- Selection of interview sample
- Analysis of data

Creation of evaluation framework
- creation of framework based on initial research (including questionnaires and interviews) and project objectives
- evaluations at the beginning and the end of the programme years to measure the changes in attitudes, values and dispositions of teacher trainers and students of the target and control groups
- analysis of data at the end of end year.

Development of teaching methods
- reviewing result of audit and baseline study
- reviewing current teaching methods
- reviewing current support resources available
- sourcing additional appropriate new teaching methodologies eg 'Learning for Sustainable Cities' teaching resource
- adapting materials to the courses
- developing new course specific materials where appropriate. This would include the appropriation and development of material currently 'in the news'.
- reviewing and adapting methodologies as indicated by feedback from teacher trainers and students.

Resourcing of projects
- reviewing physical materials currently available
- researching and procuring the 'best practice' materials currently available for both for DEP and MMU.
- Continuing research regarding materials through the life of project by DEP (information shared with MMU) including books, schools packs, on-line resources, articles, studies etc.
- where appropriate to look at developing bespoke teaching materials for the courses
- to look the sourcing of and appropriate presentation to students and teacher trainers of expertise, by both individuals and organisations, on particular areas of the global dimension and the programmes covered.

Evaluation of programmes
- the selection of the questionnaire sample from the control and active groups (estimated at 50 per programme)
- selection of teacher trainers
- selection of interview sample of from the above selection (estimated, 5-10)
- selection of time periods within which the evaluations will be carried out
- the collation of results
- the analysis and results and presentation in a form useful to project management

Establishment of steering group
- formation of balance of skills and experience needed for the group
- selection and invitation of individuals and organisations
- firming up of the advisory/management scope of the group
- agreement of the project timetable and meeting timetables

Running INSETs from sections of the Continuing Professional Development (CPD) module
- development of the CPD module (Global Citizenship)
- design of the individual components of the module including appropriate support materials so that (as far as possible) the components can be used as stand alone INSETs
- where appropriate, the module and the INSETs available will be marketed to LEAs and schools in the region
- the INSETs can be delivered by either MMU or DEP staff

Establishing links with other networks
- Researching and prioritising of network formation
- Linking in with other groups currently working on ITET and the Global Dimension
- Linking in with the North West 'Enabling Effective Support' body, particularly with regard to teacher training
- Sharing information with the DEA and the World Studies Trust
- Making links with regional LEA advisors
- Making links with formal and informal education groups in the region
- Making web resource links especially when the CPD module goes on-line