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This article explores the extent to which it is possible to incorporate global learning within the further education (FE) curriculum, drawing on the findings from the Global Learning for Global Colleges (2009-2012) research and development project, funded by the Department for International Development (DfID). Against a background of increasing pressures on the FE sector, the project worked with six colleges in England to develop initiatives to promote global learning in the curriculum. Qualitative data were collected through observations, interviews, questionnaires and phone or email conversations with staff. The research defines global learning as not just a focus on developing skills for responding to an increasingly globalised world, but an approach to learning based on a concern for social justice, developing learners who see the relevance of their learning about global issues for their everyday and future lives. A number of factors are identified as having an influence on the process of incorporating global learning: existing institutional priorities and overseas partnerships; personal experience and enthusiasm of staff; level of subject and profile of students; and exam and syllabus requirements. The findings illustrate both an enthusiasm for global learning, with colleges developing creative ways of exploring global issues with learners, and numerous challenges. The research suggests that local factors are critical and that, in the absence of a national policy requirement for global learning, these local factors need to be supported if colleges are to develop their approaches still further.

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The purpose of this paper is to demonstrate how further education (FE) and training providers are responding to the challenges of globalisation through the teaching and learning opportunities they provide. Although it is clear that many education institutions have had to adapt to an increasingly global market place (for example, facing significant pressure to enrol more international students), such economic issues are not the direct focus of this study. Rather, the emphasis here is on how and in what ways colleges and other training providers are equipping learners to live and work in a global economy and global society. The research on which this paper is based showed that there are some excellent examples of practice from FE and training providers who are addressing the need to encourage a more 'global outlook and mindset' from their learners. However, it is also clear that these activities need to be given greater recognition and be seen as an important part of mainstream provision. The research also notes that a major challenge remains to be the lack of understanding and relatively low level of priority given to the global agenda by policy makers, and by examination and awarding bodies.

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