What is the Global Learning
What am I committing to?
Do I have to join
Who should attend GLP training?
How do I find out
How do I find my
Why should my school engage
Lifeworlds Learning
because the world is bigger
Global Learning Programme (GLP)

Lifeworlds offer a variety of approved training under the Global Learning Programme and have also been involved in pioneering the cluster model of schools working together to share their e-credits and access CPD. Lifeworlds were also asked to comment on the introduction of Fundamental British Values and produced a position paper for GLP on this significant change for schools in England.

This page answers some of the Frequently Asked Questions (FAQs) that we get about GLP and is designed to support those who may not be familiar with the programme. We hope it answers most of your questions but please contact us if you have anything further you would like to discuss.

You can also find further information about GLP on the GLP website and their FAQ page.

Frequently Asked Questions

The GLP is a 4 year programme supported by the Department for International Development to support learners in the UK to develop a global outloook through their mainstream education. It offers support to teachers at KS 2-4 in state-funded schools in England.

GLP is administered by a consortium of organisations, but the 'on-the-ground' experience is through connections with a local expert centre and a range of local, regional and national providers.

If you sign up for GLP you are committing to complete a whole-school audit of global learning in your school. Once completed this will release £500 of e-credits for your school to spend on approved training through the GLP.

Once you have booked training your e-credits will be deducted to pay the relevant provider. You can obtain support beyond the £500 in e-credits but this will need to be paid for out of school budget.

You don't have to join an expert centre, but there are many benefits of doing so. Expert centres will offer a package of core GLP training that is FREE and does not use your e-credits. This may be offered as twilight sessions or as half/full day blocks.

Expert centres can also work with providers to offer cluster CPD whereby schools pool their e-credits in order to access more CPD than they could by working alone.

GLP requires a named person to be the global learning co-ordinator for your school, but anyone can attend the training provided under GLP. The core training is designed to support co-ordinators in their schools, but the e-credits can be used for any member of staff. You may send the literacy co-ordinator to a session on literacty, and the maths co-ordinator to one on maths and global learning for example.

The cluster model of working supports multiple members of staff to take part in GLP training.

The GLP website has a very large list of the training available with your e-credits, but many teachers report this has been difficult to use. We recommend talking to local providers in order to find out what they can offer you (many can design bespoke CPD) or to work with your cluster of schools to decide what you want and approach a provider to design and deliver this CPD for you.

If in doubt please contact us and we can offer further advice to connect you to what you're looking for.

GLP is supported locally by regional advisors and they will know who your local expert centres are and advise you as to whether you can join their cluster or not (there are some restrictions). If you would like us to put you in touch with your regional advisor in order to find out more then please contact us and we can offer further advice and arrange an introduction.

Global Learning may not be a core curriculum subject, but it is highly relevant to the education young people are given. They are growing up in a global world and so all of their learning takes place in this global context. As a cross-curricula, multi-sectoral field, teachers soon begin to appreciate that there is little learning that is not in someway global. Teachers talk not so much of a new burden, but of new ways of seeing what it is they already do, but with much more meaning and fulfilment. Pupils talk of enjoying learning more and there is evidence of improved attainment and behaviour too.