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Shruti Sharma
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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 570,000 young people and trained over 15,000 teachers from more than 30 countries.
Saanvi, City Montessori School, Lucknow (India)
Generation Global gives us a platform where we can share our views and ideas and build a camaraderie. Here we celebrate diversity and respect each other's views and ideas.

Saanvi, City Montessori School, Lucknow (India)

Overview

HundrED has selected this innovation to

HundrED 2022

Key figures

Innovation Overview

ALL
Target Group
570 000
Children/Users
44
Countries
2009
Established
Not-for-profit
Organisation
1 478
Views
Updated on August 9th, 2022
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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,  National Council for Social Studies, and the Brookings Institution. 

Research

HundrED Academy Review

Free access to resources and the ability for any school to register for online participation in the program, this innovation can be easily scaled internationally.

- HundrED Academy Member

By creating a safe space for students to interact with students from different countries while training teachers on effective dialogue facilitation, this innovation is a safe and impactful global citizenship program.

- HundrED Academy Member
Academy review results
Scalability
Impact
High Impact
Low Scalability
High Impact
High Scalability
Low Impact
Low Scalability
Low Impact
High Scalability
Read more about our selection process
Media

See this innovation in action

Newsletter 2022 - Issue n. 1 | Generation Global
The first edition of the Generation Global Newsletter for 2022 is here! This quarter, we published two new resources to support practitioners and educators introduce Global Citizenship and dialogue into the classroom: the Youth Dialogue Handbook and 'Essentials of Dialogue' in Spanish. We also hosted two online events in the first quarter for educators as well as young people to connect, learn, and share. It was great to see teachers from all over the world joining our first ever Teacher Webinar to learn from best practices and understand how to effectively use Generation Global resources in their classrooms. The Fireside Chat was the first of its kind to bring young people together around a topic that matters to all of us. While not everything in the world has been bright, we have been concerned about the unimaginable and extremely troubling situation in Ukraine. We have had the privilege of interacting with and meeting so many young people and educators from different parts of Ukraine who are committed to becoming open-minded global citizens. Our hearts go out to the people of Ukraine, and we hope that the situation can be harmonised soon. Read about all of this and more by clicking here
Generation Global Fireside Chat with Global Youth Icons
On International Women's Day, we hosted a Fireside Chat for young people ages 13 to 17 with two influential global youth icons, Kehkashan Basu, M.S.M. and Noluthando Nzimande, to discuss gender equality and climate change. Over 350 young people joined us on Zoom and YouTube to learn about the theme and asked extremely insightful questions, demonstrating how much they relate to the theme of 'Gender Equality Today for a Sustainable Tomorrow.' During the Q&A round, a young person asked, "How do you find a local community to work with you as a young student and start out the work with bars like the managing school along with your work and permission from parents?". These thoughtful and practical questions motivate and inspire us, and we hope this conversation reaches a larger audience of young people. The link to this event is available here.
Generation Global Teacher Webinar - 23 February 2022
We hosted a Teacher Webinar in February to share best practices in Global Citizenship. Radhika Misra of Our Own English High School Sharjah-Boys', UAE, and Maria Emilia Espejo of PrepaTec Eugenio Garza Lagüera, Mexico shared their best practices for incorporating dialogue skills into the curricula and lesson plans based on their experience of using Generation Global resources in classrooms. A teacher from India shared her experience during the webinar, she said "One thing that I have learned today is how to go beyond the text and broaden the horizon of learning by linking with SDGs. Making the dialogue more constructive and productive". The webinar is available on our YouTube channel and has received 2.3k views on YouTube to date. Watch the webinar here
#MyFreedomDay participation 2021
As part of CNN's #myfreedomday campaign, Generation Global organised a special edition of online global youth dialogues on human trafficking for young people. Over 100 young people from around the world participated in the dialogue to share different perspectives on the value of human life and to explore difficult questions about human trafficking by hearing real-life experiences and connecting with their global peers.
Wahda: Understanding the Impact of Youth Dialogue in Lebanon | Generation Global
‘Wahda’ stands for unity and togetherness in Arabic. It is through fostering this sense of unity and togetherness by building dialogue skills that this USAID-funded programme aimed to increase tolerance of difference and diversity of participating young people (aged 14 - 29) from October 2019 to December 2021. The goal of this intervention was to contribute towards building communities that are accepting of Religious and Ethnic Minority populations in Lebanon through facilitated youth dialogue sessions at youth clubs in Saida and the surrounding region (Barja, Dalhoun and Siblin). The program aimed to achieve this by building the capacities of 20 facilitators, aged 18 - 29 to deliver and monitor dialogue-based activities to 250 participants, aged 14 – 17. As part of the 13-module curriculum, beneficiaries took part in activities designed to develop their ability and confidence to engage in constructive dialogue with diversity. These activities were adapted for delivery via WhatsApp and Zoom due to the COVID-19 pandemic. Young people were also provided with opportunities to put these skills into practice by participating in facilitated dialogues (video conferences) with fellow participants in other Wahda dialogue groups, as well as global peers across Jordan, Palestine and the United Arab Emirates. A Youth Dialogue Handbook was designed during the delivery of the Wahda programme. It provides a practical resource, in English and Arabic, to support teachers, facilitators, youth volunteers, practitioners, dialogue trainers, and anyone who wants to give young people, whether in school or elsewhere, an exceptional experience of dialogue with their peers and community.
Earth Day photo contest for young people
We invited young people to participate in a photo contest to encourage them to think critically about ways in which they can restore our earth from the harmful effects of climate change. We received over 200 entries from Asia, Europe, and Africa. Each of the entries submitted was inspiring and showed that young people are taking active steps in their community to protect the Earth and combat climate change! Here are the winners.
Participation in YP2LE Webinar
Learn about our learner-centered pathway, the Ultimate Dialogue Adventure, and its learning outcomes at the YP2LE webinar here.
New Events Page
The Generation Global website now has a new events page. This page lists all upcoming events for teachers and students. So, bookmark our new events page here and mark your calendar for these must-attend Generation Global events.
SECOND VIRTUAL INTERFAITH HARMONY CONFERENCE.
Generation Global was invited to participate in the City Montessori School's Annual Interfaith Harmony Week in February, with the theme "Sustainable Development through Religious Inclusiveness." Fiona Dwinger, Special Projects Lead, represented the Generation Global team in redefining the role of youth in assisting with Sustainable Development and the building of safe communities through dialogue. Watch the event here.
Taking Global Citizenship to Cameroon
The Commonwealth Secretariat invited Generation Global to build the capacities of education stakeholders in Cameroon and assist policymakers and teachers in building student resilience against violent extremism. Generation Global led a two-hour interactive session to demonstrate and highlight how dialogue and global citizenship education resources can help teachers and teacher trainers build a learning environment and mitigate violent extremism through education.
Connecting Through Crisis – Bringing Teachers Together During COVID-19 | Generation Global
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.
Covid-19 Has Shown How Technology Benefits Girls’ and Young Women’s Education – but Only If They Can Access It | Generation Global
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. Prior to the pandemic, 130 million girls were out of school as a result of poverty. Since the start of the pandemic, almost a further 750 million girls have been out of school and have, where they can, relied on distance-learning solutions as their educational lifeline. Despite the gradual reopening of schools in many parts of the world, the Malala Fund1 estimates that an additional 20 million secondary school-age girls may not return to school this year due to the disruptions.2 Bridging the digital divide could be part of the solution if we can act quickly. However, two thirds of the world's school-age children are without access to an internet connection in their homes3 and, where it does exist, girls are often last to benefit due to gender bias and stereotypes. The issue of access to technology also extends to schools, teachers and parents. As key providers for girls' education, they also need sufficient resources, and online and gender-responsive training to be able to fulfil their role in supporting girls' right to a quality education. Since 2019, the Giga Initiative has been working with ITU and UNICEF to provide connectivity to every school in the world. UNESCO's Global Education Coalition, of which the Institute is a member, seeks to address the gender dimensions of the school crisis and safeguard progress made on gender equality in education in recent decades. The obstacles faced by girls to schooling and technology affect not only their life chances and educational opportunities, but also their employment options as well as their countries' potential for economic growth and development. A 2018 World Bank report states that the loss in human capital wealth from girls not completing 12 years of education could cost between $15 trillion and $30 trillion in future earnings globally. Bridging the gender gap in education and levering technology is vital to urgently meet the educational needs of girls and young women where they are, reverse negative trends and open opportunities for life-long learning, employment and prosperity. In a world where technology will only grow in relevance in the future, we have a responsibility to harness its power for good, at scale and to ensure its availability and benefits are there for all.
Prepa Tec: Bringing Multicultural Education to the Classroom
Generation Global: Bringing Multicultural Education to the Classroom Sandra Miranda Leal February 15, 2022 “At Prepa Tec, a multicultural teacher teaches his subject by linking the content with some aspect of cultural diversity, whether local, national or international.” A globalized world like ours requires citizens with a respectful vision of multicultural diversity, informed and empathetic people, willing to get involved in searching for solutions, professionally competent, and simultaneously sensitive to cultural diversity. Therefore, multicultural teachers are challenged to have the appropriate tools to achieve the objectives of multicultural education. Notably, in Prepa Tec, a multicultural teacher links the contents of the subject they instruct to local, national, or international aspects of cultural diversity. The Tony Blair Foundation's Generation Global is an educational program created for students ages 13 to 17; its mission is to support the development of global citizens through videoconferences, dialogues, and tutorials. Providing teachers with reliable quality resources for training, class materials, and pedagogical assistance, among others (Generation Global, 2021). “When participating live in the international videoconferences, Reflection and Global Communication were the skills that the students consider to have developed to a greater degree. On the other hand, when participating in the offline dialogues, they consider that Reflection and Critical Thinking were the most practiced skills.” Since 2017, I have been teaching with a multicultural approach, having accredited several courses, training units, and certifications. In the past, I had heard about the Generation Global platform, but I never participated; for various reasons, I decided not to do it. However, in 2021, I set the goal to familiarize myself with the platform and integrate it into my classes. Below, I share my experience, the student's experiences, and some recommendations to guide teachers who want to learn this program and bring its resources to their multicultural classes. Recommendations for integrating the Generation Global platform in class. My first recommendation is to plan the implementation and anticipate unforeseen events. I registered on the Generation Global website in June 2021. Thus, I gave myself time to know the platform, review the tools, see how to register students, look over available materials, and above all, consult the calendar of videoconferences to occur in the months August-December. The discussion topics available offline and in videoconferences are very varied, relevant, and attractive to adolescents. The conversations in offline chats are safe because every participant's comment is reviewed by Generation Global staff before being posted or made visible. It is crucial to mention that, for privacy reasons, teachers cannot read the students' offline dialogues. The platform uses gamification elements. Every participant activity or dialog gives students points that reflect their mastery in levels with names like Amoeba, Goldfish, Bullfrog, etc. Notably, a videoconference will not occur unless at least one other group joins; the students' time differences can complicate the available schedules. Booking video conferences in advance will allow students to participate and prepare for the selected topic; thus, they will perform better. The second recommendation is to train the students. Before participating in a videoconference, the students should prepare by responding to the exercises in the selected topic (available on the platform). This preparation will allow them greater contextual fluidity in the conversation. Additionally, if possible, provide them with additional sources of information and conduct a mini-discussion in class as training. Finally, ask them to participate in several offline dialogues, which will allow them to develop desirable skills for a quality videoconferencing dialogue, where they use critical thinking, active listening, reflection, and questioning. Considerations for platform usability • Students must take the introductory topic called Learning Dojo; otherwise, they will not know how to perform any other activity. • The teacher does not have a "student view," which causes difficulties when students ask where to find the various resources and required activities in their interface. • When students participate in offline dialogues, they may receive responses to their comments and theoretically continue the conversation. Still, in the case of my students, we never knew how to follow and continue the conversation threads. Programming of multicultural videoconferences and apprenticeships Let us review a little about multicultural video conferencing. In my case, I selected the topic Fake News and Social Media because I linked it with the topics that would appear on the students' last partial (exam). In the first-semester multicultural program, 39 students in two classes taking the subject "Creativity and Digital Design" participated. This activity also included students from two other schools, one in India and one in Indonesia, with almost 60 participants. The Generation Global staff moderates the videoconference. The teachers are only spectators. The conversation lasts 60 minutes; they ask participants to connect 30 minutes before the scheduled time. What I learned in this first videoconference: • A smaller number of students would have allowed better participation by all present with a more balanced dialogue. (There were 39 participants from Mexico, ten from India, and nine from Indonesia.) Bringing my two classes into the same video conference was not the best decision. • A few days after the videoconference, the Generation Global team provided valuable feedback on what was experienced in the activity. It is very educational to review this information and recommendations with the students. • After participating in a videoconference, students must answer a survey about what they learned in the activity before registering for a new one. This survey became problematic to several of my students, who answered it entirely, but it was not detected by the program, so the survey kept reappearing. We requested support from the platform's support team but delayed the solution. The platform allows the teacher to see each student's performance; the teacher can also download a report in Excel. Here are some results at the end of the semester: • The 39 students in my classes achieved an average of 280 points for activities carried out; a female student had the highest score (1192 points). It is worth mentioning that I specified the minimum tasks/activities to be done, but they were free to perform additional activities. • The report indicates that students participated more in offline dialogues with reflection-type messages; the responses to questions were the least. • On average, students completed 2.8 topics (the minimum requested was 3). One female student completed nine topics. Students’ assessment for this activity At the end of the semester, I asked the students to answer a series of questions that would allow me to measure their satisfaction with using the Generation Global platform and the work in the different activities. Here are the most relevant results: • When asked to select two topics that they would like to discuss in the next videoconference, the students voted most for a) Education, Climate Change, and b) The rights of girls and women. • The skill they considered to have developed the most when participating in the videoconference was Global Reflection and Communication. On the other hand, Reflection and Critical Thinking skills were perceived as the most developed during offline dialogues. • Twenty-eight (out of thirty-nine) students responded that they desired to participate in other videoconferences, while eleven said they were unsure. • 64% of students indicated they wanted to continue using the platform; 30% were unsure. • There was an open question for students to indicate the purpose they would most like to use the platform. Among the responses, in general, they all mentioned "sharing and communicating with people from other cultures/countries." • When answering about what they did not like about the platform, they mentioned (among others), "it becomes tedious to answer topics" given that the format is always the same, "technical problems" of the platform, and too much participation in offline dialogues. Reflection From these results, I conclude that the students' experience was positive, and, above all, that it can still be improved. The platform's activities allowed the students to develop multicultural competencies, and the teacher resources are valuable supports. A final observation I can make is that the activities of the Generation Global platform are ideal for asynchronous work, they do not require much time, but they do require reflection, individuality, and privacy. Multicultural teacher, if you have not used the Generation Global platform, I invite you to give it a try next semester. You will not regret it, and your students will appreciate it, but above all, you will have one more resource to strengthen multicultural education in your classes. This article originally appeared on the Observatory of Educational Innovation on 15 February 2022.
Register | Generation Global
Generation Global launched a new online teacher portal, which is self-service and easy to navigate portal enabling educators to create classes, invite students, download teaching resources, and book into global video conferences. Any educator anywhere in the world can create an account for free, access their free global citizenship teaching resources on a range of global issues such as Climate Change, Hate Speech, Human Rights, and many more. Educators can also book into facilitated virtual exchanges for their students with international peers. Within a month of its launch, the portal has seen 800 educators worldwide create accounts and access the resources and tools to teach about global issues in their classes. Register on the teacher portal here
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.
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 2022
New topic launched Health and Well-Being
March 2022
'Essentials of Dialogue' launched in Spanish and Indonesian
February 2022
'The Youth Dialogue Handbook' launched
December 2021
Over 12,000 young people from 60+ countries participated in Generation Global in 2021
December 2021
Presented Generation Global at WISE Summit 2021
November 2021
Featured in Stevens Initiative's 2021 Survey of the Virtual Exchange Field Report
November 2021
Selected for the HundrED Global Collection 2022
October 2021
Global Citizenship Topic Launched
August 2021
New partnerships established with Department of School Education, Tripura (India) and Children Believe
August 2021
Collaborated with Ministry of Religious Affairs (Indonesia) to host international webinar with 4,000 Madrasah teachers around Indonesia
July 2021
Over 2,000 students from 15+ countries signed up for the SDG Dialogue series 2021 to learn and share about SDG 1, SDG 10, SDG 13, SDG 16
July 2021
Partnered with Muslim World League
June 2021
Topic on Wealth and Poverty launched on the Ultimate Dialogue Adventure
March 2021
Part of UNESCO Global Education Coalition
March 2021
New topic on Civic Participation launched
January 2021
Spoke about developing positive attitudes & behaviours within formal education settings at #TIESS2021 by India Didactics Association
February 2020
Partnered with Northern Territory Government
November 2018
Partnered with Government of Andhra Pradesh, India
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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
Create an educator account
The Generation Global Teacher Portal provides educators, teachers, school leaders, administrators, NGO coordinators, and academic coworkers with resources, tools, and trainings to teach and develop dialogue skills and competencies.
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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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02
Students register on the Ultimate Dialogue Adventure
Students sign up in three easy steps!
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03
Complete the Learning Dojo!
Learning Dojo will prepare the learner for their journey on the Ultimate Dialogue Adventure! As a new Adventurer, learners will need to complete three parts that will teach them the basics about dialogue and how they can engage with global peers on this platform.
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04
Start Your Journey!
Practice dialogue skills on the Ultimate Dialogue Adventure
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