What Works 2017

In recent years global citizenship education has moved from the periphery to the core—to the point that developing the knowledge, skills, and attitudes necessary to do collaborative work across geographic and cultural boundaries is not a ‘nice-to-have’, but rather essential to success in the 21st century.

This movement has, in turn, sparked the ‘professionalization’ of all aspects of global education programming. From within and outside of schools, a growing community of practice continues to create and codify those practices for experiential education, logistical coordination, and risk management that make up standards for excellence.

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Key Questions

In order to increase the practical utility of this work, we have organized the results around a selection of the most common choices confronting program designers. Of course, factors of risk management, program logistics, financial viability, timing, and individual preference will doubtlessly continue to impact decisions around these choices. Our hope is that this work will provide a perspective on educational outcomes to add to the conversation.

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We sought to introduce data-based considerations to common program planning questions through use of regression modelling of different variables. Observations were taken from 528 participants on 33 different programs in 16 different countries.

The dependent (outcome) variables were set as the constituent outcomes for global citizenship skills utilized by Envoys. Together, these outcomes comprise Envoys driving mission, that students improve their capacity and disposition to understand and act on issues of global significance, while navigating the world with empathy, understanding, and respect.

We chose independent variables as those aspects that could differ from program to program, such as engagement in meaningful service activities, overnight homestays with local host families, attending cultural performances in a destination country, and cross-cultural exchanges with local youth, as well as logistical variables, such as the number of travelling students, the length of time devoted to travel, restrictions on student phone use, and the intensity of academic preparations for the trip.