1. Global Learning in the scientific study „Transcultural and Participative Quality-Development of Voluntary Services within the weltwaerts Program of eFeF Organisations“ Prof. Dr. Josef Freise The study is sponsered by:

2. Outline  Short Description of the Study  Global learning and Voluntary Services for Development  Dimensions of Global Learning for Volunteers  Global Learning and Service Learning  Indicators for the Quality of Global Learning concerning the Participating Organisations  Best Practice Models and Further Questions

3. Short Description of the Study  The aim is to analyse the pedagogical work around the weltwaerts program and to discuss it with the participating organisations  What we already did: We analysed the state of art and the needs  What we will do: We will have workshops with partner organisations in East Africa and Eastern Europe and we will establish an international working group on quality management which will elaborate instruments of quality development for the eFeF organisations and their partners.

4. Global learning and voluntary services for development  Global learning opens the volunteers‘ „eyes for a world of greater justice, equity and human rights for all“.  Global learning „is understood to encompass Development Education, Human Rights Education, Education for Sustainablility, Education for Peace and Conflict Prevention and Intercultural Education“ (Maastricht Global Education Declaration).

5. Dimensions of Global Learning for Volunteers Personal learning of key qualifications Qualification for future professions Life style Political commitment

6. Global Learning and Service Learning „Service Learning addresses simultaneously two important needs of our services: the education and development of people and the provision of increased resources to serve individuals and communities“ Service learning comes from the United States and links (hopefully) volunteering with critical thinking. The concept of global learning is more content orientated; service learning is more method orientated.

7. Indicators for the Quality of Global Learning concerning the participating organisations The participating German organisations and the receiving organisations are working in a field linked to questions of global development. The concept of the organisation (Leitbild) includes the issue of global learning. The receiving organisations express and reflect the need for volunteers in their work. Volunteers are seen as a chance for „learning organisations“. There is a continous exchange between the participating organisations on global development issues.

8. Indicators concerning the pedagogy Global learning is included in the concept of the pedagogical work. The teachers / animators / moderators of the pedagogical work (seminars for preparation, seminars during the service, seminars after the service) are trained in issues of global learning. They are regularly trained to link processes of personal development with questions of political development. Volunteers and organisations are regularly asked in the self- evalution about their understanding of global learning and if they think that they improved in this regard. Good experiences in the pedagogical work are introduced into the pedagogical concept (aspect of pedagogical sustainablility)

9. Best Practice Models and Further Questions Organisations emphasize on the period of preparation and on the period after the return of the volunteers and assist them to do small projects on global development questions. Peer Volunteers: The German volunteer works together with a local volunteer and this volunteer comes to Germany for a voluntary service afterwards; the former German volunteer assists him. Experiments with reverse programs are needed. More research on methods of Global Learning is needed. Experiences in service learning can help. Cultural differences and power distance between the involved partners have to be regarded.