WorldWise Global Schools is an Irish Aid funded programme that is implemented by a consortium of three organisations: Self Help Africa (lead consortium member), Concern Worldwide and the City of Dublin Education and Training Board Curriculum Development Unit.
WWGS Consortium and Steering Committee
WorldWise Global Schools is overseen by the Steering Committee, which is responsible for overall programme governance. The Steering Committee comprises representatives of the consortium that manages the WWGS programme. The steering committee meet twice a year with representatives from Irish Aid to update them on the programmes progress. The steering committee is comprised of:
- Áine Doody and Clare Canning, Irish Aid
- Michael Doorly, Concern Worldwide
- Aidan Clifford, City of Dublin ETB Curriculum Development Unit
- Colin Lee, Self Help Africa
About the WWGS Consortium
This consortium, comprising SHA, Concern Worldwide and the City of Dublin ETB recognises the importance of engaging with teachers and learners in an effort to build understanding and awareness of development
issues and believes that it is only through strengthening support and enhancing cohesion and complementarity the wide range of GCE supports, interventions and providers that high quality programmes and excellent practice can emerge.
The consortium has worked to establish a GCE programme that will drive post-primary schools’ curriculum intent, shaping their school culture and pedagogy, and support schools in developing social action that enables teachers and learners to envision a better future for all through GCE (including learning on the SDGs). The consortium's
extensive expertise and experience has informed the development of the WWGS programme since 2012.
The philosophy shared by the consortium partners is rooted in the role of the teacher as a professional, the empowerment of teachers to interpret the curriculum and make it meaningful for the learner, and the facilitation of teachers to work collaboratively. The consortium wishes to emphasise the central role of learner
action through the curriculum and extra-curricular activity and has endeavoured to build an inclusive ‘learner-centred’ GCE programme at post-primary level.
Significantly, the consortium provides an extensive repertoire of strategies to embed values-driven education within formal education to enable schools to create a safe and sustainable space for GCE at post-primary level. The Consortium are committed to advancing schools understanding of and engagement with global issues by creating an inclusive learner-centred programme focusing on developing learners capacity to participate as co-creators of individual and societal transformation.
The Consortium have recognised excellence in the design and delivery of high-quality student and teacher centred education programmes from early childhood through primary, post-primary, further and higher education. They have extensive experience at initial teacher education (ITE), induction and continuing professional development (CPD) phases as per the Teaching Council’s conceptual framework of Céim (ITE), Droichead (Induction period) and Cosán (Framework for teachers’ ongoing learning).
The Consortium work to ensure the principles of lifelong learning are upheld by working closely with other GCE programmes to ensure a smooth transition for students from primary and post-primary in relation to GCE. Collectively the consortium have extensive experience in the delivery of professional development programmes, resource developments, student voice and engagement, running awards programmes, stakeholder engagement, reflective practice, programme evaluation, data and grant management. In addition, we have considerable research experience in the areas of GCE.
The Consortium continue to engage with key stakeholders, such as the Department of Education and the National Council for Curriculum and Assessment in relation to the ongoing curriculum reform at post-primary level, the National Strategy on ESD to 2030 and with the Teaching Council and the incoming Céim standards for ITE.
The Consortium fully recognise the importance of an inclusive approach that involves the broader GCE and Formal Education community and intend to cooperate extensively with key stakeholders. Equally significantly, the partners within the consortium have a strong alignment to the values of Irish Aid, together with well-established records of collaboration with each other and with Irish Aid.
The WWGS Programme Director, Rita Walsh regularly reports to the WWGS Consortium on behalf of programme team.
Grants Selection Committee
Funding allocations under the WorldWise Global Schools Annual Grant Call are awarded by the external Grants Selection Committee, which includes representatives from:
- Irish Aid
- Department of Education
- Concern Worldwide
- National Council for Curriculum and Assessment (NCCA)
This is a high-level advisory body to the WorldWise Global Schools programme, which comprises representatives from both the formal and GCE sectors. The Education Panel meets twice a year and provides input regarding programme strategy, implementation and key tasks. Bodies represented on the Panel include:
- The Department of Education
- The Department of Foreign Affairs (Irish Aid)
- The National Council for Curriculum and Assessment (NCCA)
- The Joint Managerial Body
- The Association of Community and Comprehensive Schools
- Irish Development Education Association (IDEA)
- The National Association of Principals and Deputy Principals (NAPD)
- The Teachers Union of Ireland
- The Association of Secondary Teachers in Ireland
- The Ubuntu Network
- Junior Cycle for Teachers (JCT)
Updated March 2022