Highland One World Annual Report 2024-25 Inspirin learning Eor a airer Eu+ure... HOW Hillhland Oneyorfd Registered Charity SC048130
Our impact this year 72 1319 Courses dellvered Practltloners attended our courses 99% 12,443 Practitioners rated our courses good or excellent Downloads of our resources
About us At Highland One World (HOW). we believe that edvcation is fundamental to creating a more just. sustainable and peaceful world. Since its foundation in1992. HOW hos grown ond evolved. continually exploring innovative ways to promote sustainability and social justice through Global Citizenship Edvcotion. In a world chollenged by inequality, conflict. ond environmentol harm. we remain committed to responding to these pressing issues. By collaborating with educotors. Local Authorities ond portner organisotions, we empower children ond young people to become criticolly informed ond octive global citizens. because we know thot together, a fairer and more sustainable future is possible. 'People working together as informed and active citizens to build a more just and sustainable world.. We work to achieve our vision by collaboroting with portners to odvocate for Global Citizenship Education, developing quality professional learning opportunites and resources for edvcators, ond working with young people to translate their leorning into Informed actlon. Our Vision Our work is guided bythe following values: Commitment to: Sociol jvstice & equity. participotion & inclusion. sustainable dovolopmant people & humon rights. our environment Our Values Respect for.. Belief that: people Con bring obovt positive chonge
Global Citizenship FIGHT TODAY FOR AII~IElf ' TOVA),RROW qv/ At Highland One World, we promote active and critical Global Citizenship - an approach to learning thot empowers children and young people to understand the world and toke meaningful oction to shape it for the better. It invites learners to question ossumptions. explore diverse perspectives, and recognise the interconnectedness of local and global issues such os inequality, conflict. migration ond the biodiversity and climote crises. Being critical means developing the skills and values to recognise how power, privilege and systems influence our world. and to reflect on our own roles within them. Being active means using the knowledge ond understonding. skills ond volues to make informed. ethicol choices and to take action on issues. Through this opprooch, Highland One World supports educators to nurture informed. compassionate. and courageous learners who are willing to challenge injustice and contribute to a fairer. more peaceful and sustainable world.
Our Partnerships Partnerships are central to our work. enabling us to extend our reoch. share expertise, advocate for Global Citizenship Education (GCE) and enhance its impact across Scotland. As one of three Development Educotion Centres (DECs} in Scotland. and a member of the Scottish International D8velopment Allianc8 (SIDA). we continued to collaborate across these networks to odvance Global Citizenship Education. Through our Global Citizenship in Scotland Programme, we continued to work closely with our partner DECS - Scotdec and Wosdec. to promote GCE in Scotland. The merger of our vmbrella network IDEAS with SIDA strengthened our collective capacity to influence policy and promote Global Citizenship at Scottish and UK levels. This year. through SIDA'S newly formed Global Citizenship Education Committee, partners including HOW continued the important work of IDEAS within an invigorated, forward-looking network. Based in Inverness Royal Academy. our long-stonding partnership with Highlond Council remains central to our work. Together with practitioners and strategic leads, we worked to odvonce Globol Citizenship, Learning for Sustainability, Anti-Racist Education and Rights-Bosed Learning across the Authority. Beyond Highland, we worked with strategic leods in Eilean Siar, Argyll and Bute, Orknay. Shetlond. Moroy. Aberdeen City. Aberdeenshire and Perth ond Kinross to promote Globol Citizenship and provide tailored support for educators. Collaborations with organisations including Keep Scotland Beautiful. Christian Aid. African. Carribean. Asian and Mixed Heritage Association (ACAMHA). Open University. University of Ibadan, YMCA Africa Alliance ond Developing the Young Workforce further enriched and expanded our work. 17 PARTNERSHIPS FOR THE GOALS
Professional Learning Highlond One World works to ochieve its vision through the provision of a ronge of relevant and responsive professional learning opportunities and resources to build teacher skills and confidence to embed active and critical Global Citizenship Education into their setting. Probationer Training Supporting newly-qualified teachers to embed Global Citizenship into their practice remained at the heart of our work. This yeor we delivered 16 Globol Citizenship and Rights training sessions to 349 probationers. equipping them with the methodologies and frameworks to deliver the Curriculum through the lens of Global Citizenship. 'An inspiriry course. The aEtivities OPed my eyes abDut the puwerwe have as toachers to shope the world viows of our Pupi (md really help1 amnPle1 olwhat to du in prnt1" Probutioner Teacher Learning for a Better Future Through our GTCS-accredited Learning for a Better Future Programme, we provided in-depth support to primary and secondary teochers across the North of Scotland to goin professional recognition in Learning for Sustainability (Global Citizenship). Participants engaged in professional learning. reading and mentoring to design and deliver enquiry-based projects on key Global Citizenship themes. found this coum br511iant and go valuable. I've taken so muth out of it alrnady." Primoryparticipont Early Years At HOW, we believe it's never too early to start with Global Citizenship Education. By nurturing curiosity, empathy and awareness. we can support young children to grow into active global citizens, ready to contribute to o more just and sustainable world. This year we delivered 10 courses on Rights in ELC and Developing Global Citizenship through Play to 567 practitioners A realy thought prnvoklThJ courne, provlded svrne immediat• tries as well as things to think about longer terni and places tu louk for More info. Fantasticl I feel rnore confident in having conver%rtions with childrnn abDUt race arrfl their identity as 11 as understar1n9 tho import(mco of developing u global identity and intvconnections. DGC Through Play Participant
was a really helpful session for a topic that can feel dauntiry. ond the resources look very ty1. I'rn lookiry forward to exploring furtherand iwyporating li some of my uimts. P(yrticipant-ARErosource truining Anti-Racist Education Anti-Racist Education is one of HOW'S key strategic priorities. We believe that education hos the power to chollenge prejudice. omplify underrepresented voices ond creote o fairer. more inclusive soci8ty. This year we provided a range of professional learning and resources to support teachers to embed onti-racist principles within their settings. Scotland's New Anti-Racist Education Resource To support educators. we delivered three training courses for 55 early. primary.and secondary proctitioners to accompany the launch of the DECS, new irrors and Windows Project Through our Mirrors ond Windows Project. we worked closely with practitioners and the African, Caribbean. Asian and Mixed Heritage Association (ACAMHA) to develop our new resource: which we launched in Morch. The resource supports early years and primary practitioners to critically reflect on the books and materials they use in their schools ond nurseries. offering proctical guidance on auditing, diversifying, and using literature to promote anti-rocist education. It has olreody been shared widely and downloaded over 3000 tim8S. To complementthe resource. we created nine themed book boxes available for loan to schools. These have proved immensely popular reaching 1025 children so far. Alongside this. we delivered three professionol leorning sessions to 81 practitioners. building their skills and confidence to embed anti-racist principles within their settings. 66 o Scho With 25 drfformt longuages spoken and 50% Of tho scho W borrowiThJ theso books ond reqding them to whole dosses ullovKdthe ehildren tosoe themselves rewesentsdmore in the stsries theyvRre reodinglbeing read. Ve plon to purchase some Df these books as o sChots support our leqrning in this qre erfultool tg engag¢ ¢hMreD ffi rneothngfvl ¢onversatODS obautrace.th¥ersity, alld indusiall. 1hecoursenotffitr4higblight¢dtheimportaThc8 inbooksbutdso equippedffle Nighlond PrimoryHeod Teacher ThaDk M&W training porricipant
Ivsthefirstopporbmity i hnvehthlto attsnd CPD tIng onthis ond the wealth of detad redly helped me ts stgrt thinking more deeply. 51n e¥cellent course: an opportui#ty to leornvarious methodologios ond shareviews with other professionols. Ie already shqredthe resources with 2 colleagues with whom I work dosely. Course participont - Anxiety to Hope S Action Responsive Training In response to global challenges- from conflict and climate change to inequality. we ran a series of professional learning sessions. supporting practitioners to engage learners with these complex issues. Courses included: Rights Across the Cvrriculvm. From Anxiety to Hope and Action: Exploring Global Issues with Learners. Teaching Controversial Issves and Exploring the Sustainable Development Goals. We also partnered with Keep Scotlond Beautiful to deliver Climate Justice sessions for primary teachers. Tailored Support for Local Authorities We were delighted to deliver a range of customised training sessions for Local Authorities including.. Learning for Sustainobility for Supply Teachers; Learning for Sustainability for New and Acting Head Teachers: Lfs and STEM: Globol Citizenship for Social Subjects." and whol•- school Global Citizenship and Rights training for Culloden Acodemy. Inverness Royal Academy. Cauldeen Primary and Avoch Primary. 99
ing Books With Lea IIIIQQD,IOUR I O uhimfft•4 'ISM- THE
Our Teacher Networks Highland Anti-Racist Education Schools, Network This yeor. in portnership with Highland Council Educotional Psychology team and ACAMHA. we launched our Highland Anti-Racist Education Schools. Network - a growing community of over 40 members, including teochers, educational psychologists, third sector partners. parents and police. The network provides a supportive space for discussion, resource sharing and collective action to embed anti-racist education across Highland. Global Teacher Network Thi¥ work Can feel lonely Sometim I'm so glad to hove found such a supportSve space Our Global Teacher Network met two tlmes thls year, providing a platform to shore best proctice. explore emerging themes and share resources. This year's meetings focused on numeracy and Global Citizenship ond whole school approaches to Global Citizenship. We also convened o secondary teacher advisory group to help shape our future direction and priorities. Secondary Depute, AQE Network Our Resources We continued to expand and promote our kLQYLi, which We downloaded 12,443 times this year. HOW also continued to manage and develop &igllRWt . the DECS, online resource hub for Scottish schools, ensuring that educators across the country have access to high-quality, relevant materials. QUALllY EOUCAIIO#
Mock COP 29 We were delighted to partner again with Open University Scotland ond Developing Young Workforce to deliver our fourth successful Mock COP progromme for young people across the Highlands. As the real COP was toking place in Azerbaijan. over 80 pupils from 12 Highland secondary schools took part in the Mock COP at Highland Council Chambers, designed to mirror the reol COP process. Schools engaged in climate learning in the run up to the event. taking on the roles of different countries. organisations and stakeholders to debate global climate policies including emissions targets. odaptation and neWable energy commitments. The event aimed to support young people to develop an understanding of international climate diplomacy and practice negotiation, advocacy and teamwork, all while developing the key skills and values of Globol Citizenship.
Art for Action Exhibitions and Stakeholder Event This year. we were delighted to deliver our biggest Art for Action Project yet, with 17 schools ond 637 young people taking port from across the Highlands. The project encouraged learners to think critically and act ¢ativelY on climote issues thot motter most to them, supporting them to have a voice. hope and agency in the face of o global climate emergency. Learners, artwork was displayed in the Highland Council Chombers during the fortnight of COP29. showcasing young people's creativity and commitment to climate action. I love the exhitjition beeuus• it shows ehildren ean fight for rlirnate thange plus I got to talk about my clas8 In spring, we hosted a follow-up exhibition and stakeholder event at Inverness Botanic Gardens. bringing together 109 participants, including MSPS, MPS, local councillors. bv8iness and third-sector leaders, educators and young people. The event fostered meaningful dialogue between decision- makers and the young people whose futures are most affected by climate change, amplifying youth voices at local and national levels. P3 Puptrl The children and young people's ortwork resonated far beyond the Highlands. featuring in climate justice galleries in the UK and Scottish Parliaments, and even being referenced during a debate in Holyrood.
66 "I was cornpletdy in awe of these101& presentiths l¢wt Friday, the pupils were anazing, l just love the Clirnats Actiun sow and the on the globol gDals aml climats justi. Itwas so inspiriw to sfje Art-ti¥isM in action and to hearafthe clirnate actionthey arn takiNJ ucross their s¢hools und communitie* epresentoriv& from Highl(ynd Council Climate Chang& team Ir pupilg really W¥Dyed the Mnt- they had rne weat stories on the way hume. It sour5 like many of the decision rnaker5 wern keen chrt to them, so thays I tIKught tho Qvffitw brilliant. Really goud MIK rfyouth gwagemont and nico class WVK vjith o bit of a pUh tool HavwvJ tho researthersthern was weat- it rnad8 it feel rgal. Secondary Teacher ollow An inspirlng thsit lo the Highland One World Global Learning Centre actlvism exhibilion ai Ihe Inverness Botanic Gardens and Calo lasi week. The artwork from children Irom around the Highlands certair)ly got us IhinkirrfJ. The children we met will live into tha 22nd ¢entury and if WE fail to makè thè right decision5 today THEY will have lo live with the consequences. Thank you lor all ihe hard work and the focus on how climate change and inequalities are closely linked, The enI was quite rightly children led and I want 10 encourage every one of them lo register lo vote as soon as they can and elect the polilician5 01 loday who will make the righl decisions for their lomoirow. Thank YOLJ lo all elected members who attended. Young artists in Highlands exhibit climalo change issues at Inverness Botanic Gardens
Research Collaboration Building on the success of Art for Action, this year the project became part of a wider international research collaboration with the Open University, the University of Ibadan {Nig8ria) and YMCA Africo Alliance. Together. we explored how ortivism can empower young people to respond to the climate emergency. lr3Y VYMCA Wand On•¥orld Gl¢tvl Luqrniry Crntr This partnership resulted in a co-authored acodemic paper titled: "Which voices are heard?Who is silenced? Learning from young people abovt the climate emergency using artivism as a sustainable pedagogy." In May. Highland One World and the Open University co-facilitoted o workshop at tha Children in Scotland Annual Conference in Glasgow. sharing learning and insights from the project with educotors. youth practitioners. and policymakers f rom across the country. This colloboration not only strengthened our research links and knowledge exchange. but also amplified the voices of young people in global conversations about climate justice. We wlll continue to work in partnership In the coming year to support pupil action on the climate emergency. Art for Action Resource Drawing on the learning and creativity that emerged from the Art for Action project. we began developing a new creative toolkit designed to support vpper primary and secondary teachers facilitate learner-led artivism projects focused on sociol jvstice ond environmental themes. Art for AcrioN The resource aims to inspire educators to integrate ortistie expression and activism into their teoching. empowering young people to take informed. creative action on the issues thcrt matter most to them. The toolkit is due for publication in September 2025. A er•atlv• toolklt for t•ach•ra
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HIGHLAND ONE WORLD Scottlsh Reglstere(I Charity number SC048130 TRUSTEES, REPORT FOR THE YEAR ENDED 28 February 2025 Addre55 Highland One World IHOWI'S Principal address is Governing Document HOW was establlshed a5 a constituted body in October 1992 and recognised as a tharltable group. Its governln8 document Is its written const-rtution.
Trustee Recruitment and Appointment Officers are appointed at the orEanisation's Annual General Meeting from the body of attendees and supporters with the appropriate skills and commitment. The total number on the Management group is now 11, including 3 Office bearers. HOW formally became a SCIO on l July 2018. Charitable purposes HOW 'aims to inspire learning for a fairer world. by developing active global citizens who are aware of global inequality and injustice and the caijses and effects of world poverty. It encourages closer cooperation between local organisations concerned with global development issues. It aims to enhance the charitable objectives of its funders. Summary of the maln actlvitles in relatlon to these objects This work is mostly carried out in the formal education sertor through funding received to enable: collaboration with local initiatives at advisory level contributing to local authority inservice programmes for teachers and probationary teachers collaboration with the Unlversity of the Highland5 and Islands to support teachers in training working with teachers in their schools to develop a global approach to the curriculum maintaining and seNicing a library of development educatiorb materials using oll modern media to help keep teachers abreast of the ways global citizenship education can enable effective delivery of Curriculum for Excellence, Learning for Sustainability and Rights based Learning. working in partnership wlth other members of IDEAS network to further global citlzenship education in Scotland. A detailed report on these attivities 15 attached separately. ReseNes Pollcv HOW seeks to maintain sufficient reseNes to allow for its continued operation at current capacity and to enable HOW to have the matched fundin4 available to participate in projerts funded from other 50urce5. The aim is to build reseNes to previoLES levels by including a contribution to reserves in all future funding bids.
Surplus for the year Aciivitie5 in the year resulted in a {net deficit of £12,973), 2024- (net deficit £22,4441- The down turn in the general flnanclal situatlon has made funding harder to secure. It was decided to draw on some of our reserves in this financial year to maintain our service delivery level and enable time for fund raising. Funding was 5ucce55fulW secured for several short term projett5 but longer term funding stlll need5 to be sought. Donated facilities and service s In-kind sUPPOrt 15 received frorn Highland Council of the use of administrative premise5 and services. The Trustees declare that they have approved the trustees. report above Signed on half of the charitws trustees. 2D
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NotestothtAccounts: All lunds received by Hthland One w(d aretreated a58era1 unlwthere are speafictermsor condluons wh¥¢h requlre otherwise. l. Grnntsand Fundlngsources 2025 2024 otush Government EU Gordon F(KJndabon Connectln8 Oassroomsthruuth Global iearnlng People's PostcodeTrt4t EISI5TLtc Caim8omi N•tlon81 Park Authorfty Pebble Trurt Other 65.203 39.279 12.500 12.500 2.292 21.199 io.wo 3x150 90753 io 75280 2. larfe$and Other Costs 14ries PAYE/NIC Pen%on Contribution5 88.049 2.351 4,255 94.656 3. ftelatedo of pet expensescompr4se are prindpaltytrnvel felmbuvsed. 4. Communl¢ati¢)nexpefisescornprlse: Web maintenance. rnoblle phone. Internetand sh•repointstora8e costs, dofflaln h05tlng. $.The wa5 a laptop purthased intheyearfof £699.tsJ on the I03024 6. Olthetotrlfvndstathedfon¥ard.the suwlus balarKe ts£6S.S23 onthe nSl¢ted aod surp(u50f £18,434orsthe restricted. 7. The tee5 were not Mnerled Inthe 12 month periodto28 Febfuary 202S
Independert Examlnerfs Report on the aryounts of Hl8hland One World SCIO Report to the tnjstees of Highland One World SCIO, Registered Charity Number SC048130 on the accourts of the charStyfor the year ended 28 February 202 Respecllve responslbllltle5 of tne$ arKI examlner The charl$truStees are respDnsibleforthe preparation of the accounts In accordancewiththetemis of the Charities and Trustee Investment (Scotlandl Att 2005 and the Charities Accourtts Iscotlandl Regulations 2006 13s amendedl. The charity trustees conslder thèt the audit requirement of Regulation IOlIl Idl of the 21J)6 Accounts Regulatlons does not apply. It my responsiblllty to examine thea¢counts a5 reqLtired under5ection4411) Icl of the Act and to state whether matter5 have come to my attention. Basls of IndÈpendent examlnerfs statement My examlnatlon is carried out In accordance wlth Regulatlon 11 of the 2006 Accounts Regulatlons. An examination indudes a review of the accounting records kept by the charity and a compadson of the 8ccounts piesented wh those records. It also Includes consideration of any unusual Items or (Ilsdosures in the accounts and seeks explanations frum the trustees concerning any such matters. The procedu5 undertaken dD not provide all the evidence that would be reoulred in an audit. and consequently I do not express an audlt oplnion on the view 8iven by the accourlts. Independent examFnerfs statement In the course of my examination. no matter has come to my attention, which gbves me reasonable cause to believe that in any m3terlal respectthe requlrements.. to keep accounting records in accordance wrth Section 44(11 la) of the 2)5 Art and Regulation 4 of the 2006 Accounts Regulations. to prepa accounts whith accord with the accountin8 record5 and Cornp Wbth Regulatlon 9 of the 2006 Accounts Regulats"ons. Have not been met, or 2. To whi¢h. in my opinion, attention should bedrawn in orderto enable a propef understanding of the accounts to be reachÈd. c2S Relevant profe55ional qualification.. Chartered Management Accountant, Assoclatlon of Taxation Tethnicians. Chartered Tax Advlser