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 OP￿ed
my eyes abDut the puwerwe have as
toachers to shope the world viows of our
Pupi￿ (md really help1￿ am￿nPle1 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 understar￿1n9 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 sCho￿ts 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 t￿￿Ing 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. I￿e 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 these1￿01& 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
I￿r pupilg really W¥Dyed the Mnt- they had ￿rne weat stories on
the way hume. It sour￿5 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 pU￿h 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 e￿nI 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.
l￿￿r3*Y 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

S¢oltl¥kR•Al•t•rnd ¢h•rtty Il•S¢M1130

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.
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NotestothtAccounts:
All lunds received by Hthland One w(￿d aretreated a58e￿ra1 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 p￿et 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 I￿03￿024
6. Olthetotrlfvndstathedfon¥ard.the suwlus balarKe ts£6S.S23 onthe ￿n￿S￿l¢ted aod surp(u50f £18,434orsthe restricted.
7. The t￿￿ee5 were not ￿M￿ner￿led 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 tn￿e$ 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 w￿h 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 procedu￿5 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