“The British government decided not to participate in the Erasmus exchange programme”: Michel Barnier, EU chief negotiator, 24 December 2020

For educators, these words confirming that the UK would no longer participate in Erasmus or be aligned with the EU on education, including qualifications equivalency, stood out starkly. 

As someone who has seen the transformative power of the Erasmus scheme in the UK and other countries over many years and in so many incredible projects, the decision to end the UK’s participation is frustrating - both for students and teachers, as it offers great opportunities around CPD, curriculum development, school improvement and more.  

I hope the proposed Turing scheme is successful but there are questions on how it will work and if it can really replace the benefits of Erasmus. But despite this, there is no reason for educators to stand still. 

Global learning without the Erasmus exchange programme

With our guidance and leadership, our students can and will continue to engage with Europe and the world.  

This is something that, through my work in Moldova, I have first-hand experience of. The nation is not part of the EU and so, now like the UK, it has no immediate access to EU-backed education programmes.

Despite this, we have found numerous ways to engage in international activities with schools and other organisations - here are some that have worked well for us.

1. Foster the right mindset

We have had to foster a school culture and mindset across all curriculum areas that encourages all members of our community to seek opportunities to connect with like-minded colleagues across the globe, exploiting modern technology in all its forms.

2. Use social media 

We have encouraged staff to set up subject and department-based Twitter accounts - Heritage Global, Heritage Clubs and Heritage Music - to showcase their daily lessons and projects. This has attracted wider global interest and opportunities that have developed exponentially.

This also grows teacher agency as well. We have partnered brilliant schools from the Pacific to South Africa to South America through connections made on social media with one-off projects, through to more sustained partnerships, which then may attract funding from a number of global providers to help take them further.

3. Use CPD 

We use our networks to plan and target school priorities linked to developing global learning in the curriculum and growing expertise in our staff.

For example, we have been involved for the past few years in the Transatlantic Educators group from the University of Illinois which is a 12-week programme bringing educators and school leaders from Europe and North America together to address a range of global education issues, from diversity to teaching cultural sensitive topics.

We also work closely with the Future Classroom Lab in Brussels and we have whole-school CPD over two weeks this January on hybrid learning to support what we are doing but with a focus on international schools. 

There is a world of globally-focused CPD out there, so it’s worth investigating.

4. Get school leaders involved 

International efforts must have leadership involvement and direction - supporting, inspiring and driving colleagues to work proactively to find and develop relevant collaborations and partnerships.

These active global networks bring tangible benefits and opportunities for the whole school community so school leaders must be on board.

5. Use existing connections

There are innumerable student exchange programmes that have always existed outside of Erasmus. 

Some are informal, organised at the school level, but there are still more formal programmes that are organised by third party organisations. 

For example, we participated in a wonderful project in 2019-20 with Chichester Free School sixth form, which was coordinated by the brilliant British Council. 

Beyond Erasmus, it will continue to support schools and educators in the UK and around the world, providing the hub and experience to help us all continue to develop our learning strategies and connect our cultures. 

Watch: The educational allure of Eastern Europe | Interview with Rob Ford

6. Engage with NGOs and universities 

We have used such connections for projects on climate change, sustainable development goals implementation, culture, languages and inequalities, working with schools from around the globe: New Zealand, Egypt, India, Europe, Mexico and Canada. 

Currently, we partner with Aberystwyth University and a bio-thermal energy company to develop real-world meaning and relevance of iGCSE and A-level science curricula. 

This link is powerful and came about through proactive individuals making global links for their students.

7. Reach out to embassies 

We are working with the UK embassy in Chisinau now, ready to present at the UN Climate Change global conference in Glasgow this summer. It will probably be online but already our students have questioned the need for so much travel when we are taking part in conferences and lectures online all the time. 

8. Use languages as a focus

One of the most successful schemes established at my previous schools - Royal Wootton Bassett and Crickhowell - was a partnership with schools in Quebec. 

We were keen to develop a wider understanding of the Francophone world to enhance and extend the established work with schools in France. 

Without formal funding streams, like Erasmus, we worked independently to source funding and support through direct engagement with bodies such as the Welsh government, Wiltshire and Powys county councils and the Quebec provincial government. It can be done with effort and desire.

A new future

A student recently commented to me: “We all need to get used to change and things being done differently in the 2020s.” They’re absolutely correct. 

Our global learning will continue to adapt and evolve for the 2020s because we know that what we are doing in our schools, connecting our classrooms and cultures, will inspire and create the future leaders we need from our young people as confident, hopeful, global citizens. 

Rob Ford is director of Heritage International School in Chisinau, Moldova