We want to ensure:

• That our programme is carefully calibrated to the needs of participating teachers – these teachers face enough challenges as it is and deserve only the most positive experience from their association with Global Schoolroom
• that participating teachers benefit from a programme founded on the highest international standards and best practice worldwide – in return for the time and effort they invest, teachers deserve a learning experience which respects their professionalism and commitment
• that our programme is constantly reviewed in light of the latest educational research and experience and improvements in practice – all programmes of this kind must be continually challenged and enhanced if they are to remain relevant and worthwhile
• that the Global Schoolroom Diploma in Teacher Education, and all other educational programmes which may follow, stand up to international scrutiny – so that participating teachers, institutional partners and those who provide financial or other support can be certain that their involvement with Global Schoolroom will generate the best possible return

All of this is particularly relevant right now as we build firm foundations for the next stage of our development. 2010 saw the final face-to-face sessions of the programme which has been based in the north eastern Indian learning hubs at Silchar, Umkiang, Namdong, Shillong and Umswai. It also saw the start of our 3 year pilot programme in two Ugandan learning hubs.

In addition to the continued development of our programme in Uganda, 2011 will also see the opening of 11 new learning hubs in northeast India with an expectation that over 300 teachers will graduate in 2014. Meanwhile as the first 3 year cycle draws to a close in northeast India next June, graduation ceremonies will take place with over 100 teachers receiving their diplomas. Professor Bairbre Redmond, Deputy Registrar of UCD, will present the parchments in all five learning hubs.

Given the current pupil:teacher ratio of approximately 50:1 and the fact that most teachers are responsible for 3-4 class groups, we estimate that over an average career of 25 years, these graduates will affect the lives of close to half a million children. This makes it all the more important that our work is of the highest quality.

One of our core goals is to ensure the sustainability of our programme and ultimately see it adopted and facilitated by teachers living in their own communities. 2011 will see five Global Schoolroom graduates from India travel to Ireland for a month to receive additional training and support from Global Schoolroom and University College Dublin (UCD). They will then join with the teachers from Ireland and the UK as part of the Global Schoolroom tutor team.

In India we have had numerous requests to expand our programme. These requests have come both from our educational partners and from individual teachers in regions adjoining those where we currently operates.

In Uganda, the Ministry for Education and Sport has appointed a team to focus on teacher training in private secondary schools set up by local communities (the schools where we have identified that there is the greatest need for the programme). We have entered an agreement with the Ministry to collaborate with this team in expanding our programme in Uganda.

In addition, we have been requested by Self Help Africa to consider launching programmes across 6 other African countries which are Irish Aid Bilateral Partners. While in principle we wish to respond to these demands, we intend for the moment to stay wholly focused on our current programmes. This is because we do not want to compromise our ability to deliver on our goals by spreading our resources too thinly. For this reason our strategy is one of step-by-step progression tempered by ongoing consolidation.

Currently the Global Schoolroom Diploma in Teacher Education is accredited by UCD at a level 7 European Credit Transfer and Accumulation System Diploma, however we are well advanced in achieving local professional accreditation (working towards B.Ed status).  In addition a module enhancement review is being carried out in conjunction with the School of Education at UCD.  An external examiner and a board of studies will also be appointed.

In 2009 Comhlamh, the Irish Volunteering and Development Workers Organisation, carried out an audit on Global Schoolroom and confirmed that our operations and procedures are of a high standard. However a solid foundation for our future expansion in mind we:

• have recently appointed a CEO, Volunteer Manager and a Finance and Office Manager as part of the establishment of a more permanent management and administration team
• are expanding our Board of Directors to harness additional skills
• are establishing working groups made up of alumni and practitioners with specialist expertise to work on a regular basis as part of a voluntary management team charged with responsibility for driving ahead with specific areas of the programme.
• are setting up a panel of experts with international reputation to ensure that all curricula and methodologies measure up to best international practice.