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Shruti Sharma
Students will learn the skills of dialogue and build global connections.

Generation Global

location_on London, United Kingdom
Generation Global is the Tony Blair Institute’s education programme for young people ages 13 to 17 that enables them to embrace the future, equipped with the knowledge, skills, and attitudes to become active, global, and open-minded citizens. Since 2009, the programme has supported over 550,000 young people and trained over 15,000 teachers from more than 30 countries.
Student, India
My perception towards people has changed and I have become much more tolerant towards people around me. I must admit that the programme has encouraged me to speak and listen to what others say.

Student, India

Overview

HundrED has not validated this innovation

Anyone can submit their innovation to HundrED Open. All information on this page is provided by the innovator and has not been checked by HundrED. Innovation page has been created by Shruti Sharma on July 28th, 2020
Key figures

Innovation Overview

ALL
Target Group
555 000
Children/Users
37
Countries
2009
Established
Not-for-profit
Organisation
381
Views
Updated on June 12th, 2021
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about the innovation

What is Generation Global?

Ten million young people reach working age each month. Yet, the education they receive does not equip them to thrive in an increasingly interconnected world.  

Together we can help young people be more resilient in the face of global challenges, by making education systems more inclusive and better equipped to support students’ development into active and open-minded citizens. Generation Global helps young people find their voice in an increasingly interconnected world. We offer:

1) Free, flexible teaching resources and skill building activities for 13-17-year-olds on a range of global issues, and high-quality training and support for teachers. 

2) Our facilitated videoconferences are a unique opportunity for students to engage in dialogue on complex contemporary issues, improve communication skills, boost self-confidence, and develop critical thinking. This is synchronous video-based dialogue, it takes place at the same time, giving direct communication with their global peers. 

3) The Ultimate Dialogue Adventure: An interactive online platform that leads students through a game to learn the skills of dialogue and participate in forums focused on a variety of global topics and issues. It is designed for 13-17-year-olds enables students to:

  • Be part of a safe and moderated online global community, that connects students around the world outside of the classroom; 
  • Be able to learn the key skills of dialogue, which are critical thinking, active listening, global communication, questioning and reflection; 
  • Improve their communication skills and enhance their English language skills in a way that is engaging and informative, through forums and facilitated video conferences;
  • Share their perspectives on a range of topics, including the importance of education, the rights of women and girls, climate change, media and fake news, culture and beliefs.
  • Have fun as part of a gamified online learning experience! 

Our practical approach to global citizenship has been tried and tested in over 30 countries, with state and country education ministries and departments, and our resources are recognised as best practice by UNESCO, The Club de Madrid, and the Brookings Institution. 

Media

See this innovation in action

Covid-19 Has Shown How Technology Benefits Girls’ and Young Women’s Education – but Only If They Can Access It | Generation Global
Covid-19 Has Shown How Technology Benefits Girls’ and Young Women’s Education – but Only If They Can Access It The Covid-19 pandemic has thrust teachers and students into the largest educational experiment the world has ever seen. The lockdowns have compelled teachers to embrace technology and challenged students to learn via Zoom, mobile phones, radio and television. Over 750 million girls and young women have been part of this global experiment and there is emerging evidence to suggest that this shift to online learning could be having a positive impact on girls’ education. EdTech Hub’s July 2020 rapid education review, found that "when barriers were removed and female students were given access to technology and technology-enabled education, studies have shown that girls are likely to respond with a high level of engagement". In Vietnam, for example, a recent study by Young Lives showed how teacher-led online classes were widespread during the pandemic, with a greater proportion of participation by females (89 per cent) compared to male students (86 per cent). iMlango in Kenya has been running a Foreign, Commonwealth and Development Office-funded programme to support 70,130 marginalised girls improve their learning and transition to the next stage of education, using satellite broadband technology. During the pandemic, they developed a mobile phone app to be used on parents’ mobile phones, to ensure girls and boys could continue learning from home. Furthermore, EdTech Hub’s findings demonstrate that "access to technology has been shown to be disproportionately more empowering for girls and women than for boys and men", and "that the advantages extend beyond the realm of formal education and empower them in other areas of life". The pandemic has put a spotlight on the importance of skills that build resilience and help young people engage with diversity in a positive way, and young women and girls are keen to acquire them. Our Institute’s online education tool, Ultimate Dialogue Adventure, which helps students aged 13-17 develop these skills by participating in online dialogue and video conferences with thousands of students worldwide, has seen a greater proportion of females than males (approximately 59 per cent and 41 per cent respectively) participating in 2020. Read full blog here
Generation Global's first ever newsletter!
Welcome to our first ever Generation Global issue! We are very excited to launch this newsletter to share with you exciting updates about new developments, events, news, and impact stories from the Generation Global community. We started 2021 with many firsts - conducting our first workshop with educators in Indonesia on curriculum integration, launching a brand new topic on civic participation, and setting up our first cohort of student & teacher advisory groups. You can read about all this and other exciting things in this quarter's edition. Generation Global's first ever newsletter
What Skills Do Gen Zers Need to Navigate Their Digital Worlds?
The year 2020 will not be forgotten any time soon. For years to come, people around the world, of every age and from all walks of life, will remember the series of life-altering events that took place during these 12 months. For many, these incidents unfolded online and on social media: From our homes we have watched devastating wildfires in Australia and the Black Lives Matter movement that took the world by storm following the murders of George Floyd and Breonna Taylor. The backdrop to all of this has, of course, been the ongoing Covid-19 pandemic that has caused more than 1 million deaths worldwide, and taken a huge toll on the livelihoods, education and well-being of so many, with potential consequences stretching far into the future. Gen Z, or people born after 1996, are often referred to as “digital natives”, given that they have been exposed to the internet their whole lives. Social media is a normal part of their everyday interactions with the world. The creation of social media accounts is not a question, but a rite of passage for these young people. Not have Gen Z developed a strong grasp of the technical aspects of using social media – like how to apply an Instagram filter or make a viral TikTok dance video – but underpinning every aspect of their online experience is a constant sharing of different personal perspectives, new information and schools of thought that they are free to explore. Unlike generations past, where traditional models of education provided centralised flows of information and learning, young people now can interact with anyone from anywhere, often learning firsthand about people’s direct experiences of human-rights issues, inequality or even their sources of joy in their home countries. By simply existing in online spaces, they learn about different cultures, beliefs and global issues every day. The things they see online and the people they meet through social media can significantly influence their world view. For most young people, this shows positive outcomes: Gen Z are on track to be the most educated generation. They show more empathy to diversity and difference, they are more connected to ideas of social justice and action on climate change. Gen Z is passionate, connected and active, with the power of social media in their hands. At the same time, social media and online spaces have also shown an ugly side. Cancel culture, fake news, cyberbullying and online hate speech all contribute to making online spaces uncertain and sometimes dangerous places for young people to navigate. Young people are still developing their beliefs, value systems and identities – being ‘called out’, shamed or bullied online can cause significant damage to a young person’s self-esteem. Similarly, limitless access to information, without stewardship or curation from educators or communities, can cause harm if young people are not trained and equipped with critical thinking skills, to discern, moderate and investigate the information they encounter. Increasingly education systems have recognised the importance of these skills, seeking ways to integrate them into curricula. Generation Global’s Ultimate Dialogue Adventure is used by teachers and young people in 30+ countries around the world. When we set about creating this online space to help young people build their global competence skills and navigate differences through dialogue, we knew it had to have two important features: First, we made sure it was a safe space for young people to ask questions without fear of being ‘cancelled’, bullied or shamed for speaking from their own perspectives and lived experiences. Early evidence from the platform suggests that students appreciate a forum to talk about meaningful content where they are not being evaluated by a teacher. Second, it needed to provide access to researched information about important topics that featured diversity and different cultural perspectives alongside the opportunity for young people to add their own experiences and questions to the dialogue. Our team of education experts have carefully curated information on a growing number of critical topics, such as human rights, hate speech and fake news, while also facilitating dialogue between young people through forums and video conferences. This year will be a defining moment in this generation’s history. Now more than ever, young people need support and guidance in harnessing their digital and dialogue skills to meet the challenges ahead. Though young people may not yet hold political power, their voices, their influence and their knowledge are powerful assets. We’ve seen that movements of change and activism have no age limit. Young people are already engaging in difficult conversations and are empowered to use their platforms on social media to interact with each other and combat injustice. We must continue to teach empathy, listening, critical thinking and questioning. Gen Z has so much potential. It is our job to ensure that they are prepared. “For to be free is not merely to cast off one’s chains, but to live in a way that respects and enhances the freedom of others.” – Nelson Mandela
Ultimate Dialogue Adventure Teacher Companion Guide | Generation Global
What is the Ultimate Dialogue AdventureDiscover this interactive, student-centered learning journey to support young people ages 13-17 in developing the skills of dialogue. Planning and preparationLocate how the Adventure connects to your regional education initiatives. Review the framework for learning which includes student outcomes, core skills, objectives, module titles, and developmental rubric. SafeguardingLearn what we are doing to protect and safeguard young people on our platform and throughout our programme. Classroom activitiesExplore methods for integrating the Adventure into your community and suggested companion activities from the Essentials of Dialogue for blended learning. Progress trackingConsider ways to evaluate student progress to help them identify growth and expand on their dialogue skills and experiences from the Adventure.
Connecting Through Crisis – Bringing Teachers Together During COVID-19
COVID-19 is an educational crisis of a global nature never seen before. In just one month, 90% of all learners worldwide (more than 1.5 billion young people) saw their school or university close. As Medha, a Generation Global teacher in India, told us: “Because the lockdown was sudden, many students don’t have stationery and no books. They are panicking. I feel the school buildings are closed but the staff is working more than ever to continue the teaching-learning process. After the shutdown, we were not equipped.” This echoes the sentiments and challenges that confronted thousands of teachers around the world, as the pandemic spread faster than it was possible to form plans to address it. Many governments called for education to continue as far as possible, but the speed and uncertainty of the crisis made it extremely challenging for teachers to know exactly what they should do, with many facing remote teaching for the first time. Education ministries, school principals and teachers worked at an unprecedented pace to pioneer new educational approaches. However, at the Tony Blair Institute for Global Change, we noticed that in the ensuing global dialogue, the voices of teachers and students were missing from the debates, discussion and planning.   Through Generation Global, our global education programme, we wanted to provide a practical solution to this challenge, so we responded to the unfolding crisis by developing the Ultimate Dialogue Adventure, an interactive, simplified version of Generation Global. It is accessible online for free by any student anywhere in the world, at school or at home, regardless of their ability or school status. Having spent over a decade working with more than 14,000 teachers in over 30 countries, we also realised that we could bring teachers together from across the world to make sure their voices were heard during the crisis. This led us to develop the concept of hosting ‘Dialogue Circles’, with the goal of creating open and welcoming spaces where teachers could share their experience of teaching during COVID-19, as well as useful tips for remote teaching and advice and recommendations for governments. On March 23rd, we held our first online Dialogue Circle with teachers from the USA, Mexico and Colombia. The first thing that struck us was their huge relief at being able to converse with others facing similar challenges, describing the experience as making them feel “grateful”, “happy”, “calm” and “confident”. We worked fast to host more sessions in other regions of the Americas and the rest of the world. So far, we have held 18 dialogue circles, involving 352 teachers from 19 countries (see Infographic for a summary of feedback gathered). COVID-19 is taking its toll on education – but teachers are creative and resilient. Some consistent themes emerged throughout our Dialogue Circles, mostly concerning the incredible cost of COVID-19 on education, but also the innovation and hard work by teachers that is preventing this generation of youth from being left behind. A lot of successful remote teaching is taking place online, making use of various platforms ranging from Google and YouTube to innovative new online apps. However, many teachers lack even the basic infrastructure to make this possible: a reliable internet connection, internet devices for all students, and a safe and calm home working environment. UNESCO data shows that in many countries less than 50 percent of schools have access to a computer, and correspondingly the OECD has reported that only half of students have been able to access all or most of the curriculum through remote learning materials during lockdown, as was recently highlighted in an article by TBI's Director of Programmes, Cleo Blackman. Moreover, with most countries opting to prioritise transferring their exam-focused curricula to online settings, it is clear that holistic development and opportunities for social and emotional learning are frequently being lost. A UNESCO study has found that, “The mental health implications of the COVID 19 outbreak are far reaching”, with one survey in Thailand reporting that 70 percent of young people say the pandemic is affecting their mental health, causing stress, worry and anxiety. Varying access to technology is compounding inequalities.   Variable access to tech across regions, or even within classes, has also compounded existing educational inequalities. Some teachers can reach further via government-supported radio or TV broadcasts, or sending assignments by SMS, but it is a significant challenge to adapt not only curricula but also teaching style and methodology, often with no additional time or prior training. This is not to mention those who were already facing immense challenges before coronavirus started, such as Hilal, a teacher from Kashmir, where schools have been closed since July 2019 due to ongoing conflict. Positives emerging from the pandemic. Despite these numerous challenges for teachers, the dialogue circles created an overwhelming sense of positivity and resolve. Regardless of the level of technology our teachers had access to, all were finding ways to cope and were keen to share creative solutions or free resources they had discovered, and to learn from their colleagues across the globe. Some had seen positive developments, in particular embracing technology where previously there was scepticism, with some students adapting incredibly well to the online world. Others said that cancellation of exams is leading to a more holistic outlook on student assessment. Many said students and parents had developed a new appreciation for learning, education and teachers. What teachers told us they want to happen next. In addressing these challenges, teachers were pragmatic and creative in their suggestions to governments for making learning more resilient in future crises. Teachers in our dialogue circles agreed that: Online access immediately takes remote learning to another level, and so efforts must be accelerated to ensure that every child has reliable access to a device with an internet connection. Where an internet connection is not possible, hard-copy and offline materials must be made available instead. Governments should have a succinct national plan for education during a crisis. There was total uncertainty at the beginning of the pandemic, and even now some countries are not clear on the plan for re-opening schools or the next academic year. There are many remote learning platforms and resources available, but much less guidance on which options work best in different contexts. Government guidance could help avoid teachers becoming overwhelmed or out of sync with other schools or classes. Education systems should be built to be more resilient for the future, including through teacher professional development. Understanding the experiences and view of teachers and students will help governments ensure that the educational response to the pandemic is effective.
Tony Blair Institute launches online global citizenship education programme
Explainer video for The Ultimate Dialogue AdventureOver 60% of students globally have been affected by school closures as a result of COVID 19, prompting The Tony Blair Institute for Global Change launched a free, interactive, and game based online global citizenship programme. This programme connects out-of-school students around the world in a safe and inclusive online space. The Ultimate Dialogue Adventure is a simplified version of the Tony Blair Institute’s online dialogue education programme, Generation Global, which has supported more than half a million young people and trained over 13,000 teachers from more than 30 countries to be global citizens.Tony Blair, Executive Chairman, The Tony Blair Institute for Global Change said: “Throughout the world, the Covid-19 pandemic has had a huge impact on young people’s learning, with over 60% of students worldwide affected by school closures. Being deprived of the chance to connect with their peers in a school setting can affect their social and emotional well-being as well as their education. Now more than ever, young people need to learn how to think and talk about the world and I’m delighted Generation Global is providing a new, safe online place for them to do so through the Ultimate Dialogue Adventure.” The Ultimate Dialogue Adventure equips young people with the knowledge, 21st-century skills and attitudes to become active, global and open-minded citizens in a blended learning approach which can be used by students that continue with online learning, return to the classroom or a mixture of both. It is designed for 13-to-17-year-olds and will enable students to: – be part of a safe and moderated online global community that connects students outside of the classroom and across more than 30 countries; – learn the key skills of dialogue and global competencies – critical thinking, active listening, global communication, questioning and reflection; – learn from global content and share their perspectives on a range of topics, including the importance of education, the rights of women and girls, climate change, media and fake news, culture and beliefs. – improve their communication skills and enhance English language skills Key elements of The Ultimate Dialogue Adventure include: Cost – There is no cost to the student, school or teacher. Accessibility – The online programme is available on different devices and in areas of low bandwidth. Inclusivity – The Ultimate Dialogue Adventure meets web content accessibility guidelines for people with disabilities and is designed to be inclusive for those of different background and needs. User experience – Inbuilt gamification helps to deliver learning content that’s engaging and fun. Students can earn badges and points as they become ‘Dialogue Masters’. Flexibility – It can be easily integrated across subjects such as English, Humanities, Peace Education, Global Citizenship, Science, and Social Science.

Milestones

Achievements & Awards

April 2021
4000 students registered on the Ultimate Dialogue Adventure
March 2021
New topic launched Civic participation
November 2020
Completed partnership with the Australia Northern Territory Govt
August 2020
Generation Global Joins UN campaign #SaveOurFuture
July 2020
Innovation page created on HundrED.org
July 2020
Generation Global Launches the Ultimate Dialogue Adventure
April 2020
Generation Global Joins UNESCO Global Education Coalition #LearningNeverStops
July 2019
Generation Global completes 10 years
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Steps

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00
Essentials of Dialogue
Our core curriculum, the Essentials of Dialogue, gives educators an introduction to dialogue-based learning and provides important foundational activities to build the skills of dialogue in-class, whether it be in-person or remote. This guidebook provides adaptable lessons and activities.
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01
Register your school
Educators, teachers, school leaders, administrators, NGO coordinators, academic co-workers can register their group of students on the Generation Global platform to access the resources and book into classroom videoconferences.
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02
Students register
Students sign up in three easy steps!
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02
Safety Gear: Keeping Children Safe in Online Spaces
Our commitment to the safety and security of the young people we work with
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03
Complete the Learning Dojo!
Students complete Modules 2 and 3 to complete Level 1 and earn their first badge!
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03
Learn the game!
Practice dialogue in the Training Field
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