During the work of the committee, all kinds of ideas came up about the use of this canon, especially in education. It is up to NCDO and other actors who are involved in education for global citizenship to pick up these ideas or to formulate them better. The committee will confine itself here to listing a number of possibilities.

Actors

• Teachers in primary and secondary education can use the windows on the world to reflect individually or collectively on their own teaching and if necessary to make adaptations to their lessons. In the windows they may perhaps see elements of global citizenship which they have so far neglected. The windows give them new ideas. The series of windows may help them to make more conscious substantive choices. It goes without saying that in the various types and levels of education different choices will be made in the ways in which this global canon is used.
• Teachers at colleges of education - from teacher training colleges for primary education to postgraduate teacher training courses in relevant subjects - can build the windows on the world into their lessons. This could help invite future teachers to reflect on what they are teaching: how do I want to let young people find out about the world? How do I feel about the committee’s selection of perspectives? What would I do differently and why?
• Key figures in teachers associations can explain the windows and bring them up for discussion at conferences and workshops. In this way teachers can be warmed up to the idea of a canon for global citizenship and become involved in the debate.
• Educational publishers can use the 8 themes and 24 windows as a source of inspiration for their teaching resources: to add more structure to how they interpret core objectives; to develop substantive innovations; possibly also to make available to schools separate teaching resources on global citizenship, in whatever form.
• NCDO can use this canon in its educational activities, especially by encouraging schools and development education institutes to apply and elaborate the windows.

Additional resources

• An attractive and accessible website on the themes and windows will be created, similar to www.entoen.nu on the historical canon. Ideally, this website should contain appealing information for pupils, in words and pictures, suggestions for teachers on how to expand the windows, as well as tips for sources on the chosen themes, such as relevant museums, films and juvenile literature. Moreover, by means of a web environment it is possible to actively involve pupils in the topics, for instance in the form of a competition to design a 25th window.
• 24 windows appears to be an ideal number for a global calendar: two icons a month. A calendar like this in the classroom is an invitation to include various windows in teaching activities throughout the year.

Impetus for further discussion

• This report can be used in the national debate on citizenship education. It contains numerous arguments and suggestions for giving the global dimension a place in citizenship education in schools.
• It will of course be necessary to bring the framework of themes and windows up to date in a few years’ time, but before then this canon will hopefully serve as a starting point in global citizenship education – not as a static model, but as an impetus to critical thinking and debate. This discussion, both on our current proposal and in due course on its revision, may prove a good means of mobilizing teachers, instructors and other persons involved. This canon is a beginning, not the end.