In recent decades, much research has been conducted on the structure of children’s education, and how the format of the school day impacts their ability to learn and grow. People in general benefit from regular brief breaks from desk work, and children, who are constantly growing and developing, need this time off from work more than most. One recent study, the results of which were written up for The Washington Post, supported the notion of children requiring regular work breaks, and that the implementation of recesses saw them achieving better results within the classroom, concentrating more and using their energy more efficiently.

In today’s climate of rising nationalism, closing borders, and increasing tension in the world, the need for education around cross-cultural awareness and understanding is greater than ever. The advent of social media and other technology means collaboration between classrooms around the world has never been easier. So how can we, as educators foster, this vital skill of global competence? The concept of global competence ‘articulates the knowledge and skills students need in the 21st century’. One approach we can take to develop this competence is through global collaborations and projects, and in this post I will explore some of the ways in which teachers can get involved to help their students become more globally-competent citizens.

In the first of this series on fundraising, I mentioned that due to the work I do in education and development. I have spent much of my time raising money for schools here in Canada or projects and programs in the Global South. The landscape has changed a great deal in the past decade. While I am still successful raising money for schools here in Canada, it has become increasingly difficult to raise money for projects in other countries.

It seems that everything I do requires fundraising. It has played a significant role in my life. I am an educator and have worked in a variety of schools for thirty-one years. I have also worked for a number of NGOs whose primary function was to support growth and development in the Global South.