World Issues Survey

1. World Issues Survey Conducted by Ipsos MORI on behalf of the Geographical Association February 2009

2. Contents • In this summary report: • Background & methodology • What young people think is important • What young people learn at school • Learning about the wider world • Key findings

3. Background & methodology

4. Background • The Geographical Association commissioned research with 11-14-year-olds to inform its role to promote geography. • The aim of the GA’s 2009 manifesto programme A Different View is to restate and reaffirm geography’s place in the school curriculum. • GA wished to understand what drives interest in the subject amongst pupils at Key Stage 3, and what issues they would like to learn about. • The research examined the issues that Key Stage 3 pupils think are important and whether they feel they are learning about them. It explored: • The wider world issues that pupils think are important • Whether or not they have learnt about/discussed them at school • The lessons in which they have learnt about/discussed them • The importance they attach to learning about these issues

5. Methodology • Results are based on 598 interviews carried out face-to-face with young people aged 11-14 years old in England; fieldwork ran between 15 and 22 January 2009 • Results are based on all respondents unless otherwise stated • Base sizes are shown in brackets • Where results do not sum to 100, this may be due to multiple responses, computer rounding or the exclusion of don’t knows/not stated • An asterisk (*) represents a value of less than one half or one percent, but not zero • Data are weighted to gender, age and region

6. What young people think is important

7. What young people think is important • Young people age 11-14 most commonly mention Crime and anti-social behaviour (61%) as affecting the area where they live. Young people in GORs* West Midlands (70%) and South East (68%) are more likely to flag this than their peers in GORs East (52%) or London (50%)**. • This issue is also more likely to be mentioned by young people in school Years 8-10 (65%) than those in Years 6 and 7 (53%). By social class, C1 young people are more likely to mention it than ABs (64% versus 52%). • Overall, Economy and jobs (37%) is the second most frequently mentioned local issue, but is significantly more likely to be mentioned by young people in GORs East Midlands and West Midlands (46% and 51% respectively) than by those in GORs North East (23%), Yorkshire (30%) or South West (18%)**. • No other issue is mentioned by over 15% of young people. • Environment and climate change (14% overall) is more likely to be mentioned in London (25%) and the East Midlands (20%) than in the North West (8%), East (7%) or South West (7%)**. * Government Office Region; ** Indicative finding: some small base sizes

8. What young people think is important • The picture is much more mixed when young people consider the issues affecting the world, although Crime and anti-social behaviour (45%) is once again the most cited. Young people in the North East, North West, West Midlands and South West are much more likely to say this than their peers elsewhere. For example, well over three in five young people in the North East mention this issue (67%) compared with less than one in five (18%) in GOR East**. • Differences also emerge by social class (52% in AB and 51% in DE versus 41% in C1C2). • War and terrorism (44%) replaces Economy and jobs (41%) as the issue in second position overall, with War and terrorism particularly top of mind in the South East (64% compared, for example, to 28% in the North West and 32% in Yorkshire)**. Mentions of Economy and jobs is highest in the West Midlands and London (58% and 55% versus, for example, 18% in the South West)**. • As with War and terrorism, Environment and climate change (34%) and Poverty and hunger (32%) are seen to be much greater problems globally than locally.

9. Crime and jobs the big issues locally Which of the following issues, if any, do you think are the main issues affecting the areawhere you live at the moment? Please choose up to three. Crime and anti-social behaviour Economy and jobs Environment and climate change Health and illness Population growth and migration War and terrorism Other 3% None of these 9% Don’t know 10% The future of water, oil and gas Poverty and hunger Inequality and discrimination Wildlife conservation Transport and world travel Extreme acts of nature Base: 598 children aged 11-14 years old in England, 15-22 January 2009

10. Crime, war and economy big globally Which of the following issues, if any, do you think are the main issues affecting the world at the moment? Please choose up to three. Crime and anti-social behaviour War and terrorism Economy and jobs Environment and climate change Poverty and hunger Health and illness The future of water, oil and gas Other 1% None of these 1% Don’t know 7% Extreme acts of nature Population growth and migration Wildlife conservation Inequality and discrimination Transport and world travel Base: 598 children aged 11-14 years old in England, 15-22 January 2009

11. Crime and economy most important issues combined And which of the following issues, if any, do you think are the main issues affecting the areawhere you live/the world at the moment? Combined local area/world issues: Top 5 mentions Crime and anti-social behaviour Economy and jobs War and terrorism Environment and climate change Poverty and hunger Base: 598 children aged 11-14 years old in England, 15-22 January 2009

12. What young people learn at school

13. What young people learn at school • Crime and anti-social behaviour (50%) and Environment and climate change (46%) are the issues most likely to have been learnt or discussed at school, followed by Poverty and hunger (32%), Economy and jobs (30%), and War and terrorism (28%). • Those aged 13-14 are generally more likely to have discussed wider world issues, such as crime and the environment, although this may be due to having been at school longer than younger pupils. • The environment is also significantly more likely to be discussed in the South West (62%) and South East (54%) compared to the North West (31%) and London (36%)**. • Over half of young people in GOR East have discussed poverty at school compared to a fifth of those in the West Midlands (51% versus 20%), while war is most commonly mentioned by young people in the South East (42%) and West Midlands (36%) versus 13% of young people in Yorkshire**.

14. What young people learn at school • Young people who have learnt about or discussed any of these issues at school are most likely to have done so in Geography (49%), followed by PSHE (30%), History (29%) and Citizenship (27%). • There are significant differences in the proportions of young people discussing these issues in Geography by: • Year group: 57% of Year 8s and 52% of Year 9s, compared with 45% of Year 7s and 39% of Year 11s • Social class: 59% in AB versus 44% in DE • Overall, young people aged 11-14 are most likely to expect to learn about these issues in Geography (42%), more so than for Humanities (31%), Citizenship (30%), or PHSE (28%).

15. Issues learnt about at school And which of these issues, if any, have you learnt about of discussed in school? Any others? Crime and anti-social behaviour Environment and climate change Poverty and hunger Economy and jobs War and terrorism Extreme acts of nature Health and illness Population growth and migration Other *% None of these 7% Don’t know 5% Wildlife conservation The future of water, oil and gas Transport and world travel Inequality and discrimination Base: 598 children aged 11-14 years old in England, 15-22 January 2009

16. Geography top subject for discussing issues In which of the following subjects, if any, have you learnt about this issue/these issues? Any others? Geography PSHE History Citizenship Science Other subjects below 10% None of these 1% Don’t know 3% RE English Base: 529 children aged 11-14 years old in England who have learnt about issues at school, 15-22 January 2009

17. Geography where discussing issues expected In which of the following subjects, if any, would you expect to learn about these issues? Any others? Geography Humanities Citizenship PSHE History Science Other subjects below 10% None of these 1% Don’t know 10% RE English Base: 598 children aged 11-14 years old in England, 15-22 January 2009

18. Learning about the wider world

19. Learning about the wider world • The majority (93%) of young people aged 11-14 think it is at least fairly important to learn about the issues affecting people’s lives in different parts of the world; 46% think it is very important. • Young people in social class AB (62%) are significantly more likely to think it is very important to learn about these issues (versus 44% in C1C2 and 38% in DE), as are pupils in Year 7 (53% versus 41% in Years 8-10).

20. Learning about the wider world • Because a large majority (over 90%) of young people ‘agree’ it is important to learn about a range of wider world issues, it is more instructive to consider the relative proportions that definitely agree it is important to learn about them. • Young people aged 11-14 are most definitive about learning about how the world they live in may change in the future (59%), changes to the world around them and how they occur (56%), where resources, such as food, energy and water come from (52%), and – finally – people, societies and cultures in other parts of the world (49%). • Furthermore, young people in social class AB are generally more likely than those in other classes to definitely agree, e.g. 70% versus 49% in both C1C2 and DE regarding where resources come from. • Overall, two-thirds (63%) agree that not enough time is spent learning about the wider world in school, although only 19% definitely agree (a further 28% disagree). Agreement differs significantly by region with 78% in Yorkshire and 77% in the North West agreeing versus 44% in the North East and 45% in the South West**.

21. Learning about people’s lives elsewhere How important, if at all, do you think it is for people your age to learn about the issues affecting people’s lives in different parts of the world? Not at all important Don’t know Not very important Very important Fairly important Base: 598 children aged 11-14 years old in England, 15-22 January 2009

22. Learning about future change To what extent, if at all, do you agree or disagree with the following statements? It is important to learn/think about … How the world I live in may change in the future Changes to the world around me and why they occur Where the things I use, such as food, energy and water, come from People, societies and cultures in other part of the world Base: 598 children aged 11-14 years old in England, 15-22 January 2009

23. More time needed learning about wider world To what extent, if at all, do you agree or disagree with the following statement? There is not enough time spent on learning about the wider world in school? Don’t know Definitely agree Definitely disagree Tend not to agree Tend to agree Base: 598 children aged 11-14 years old in England, 15-22 January 2009

24. Key findings

25. Key findings • Young people see Crime and anti-social behaviour as the most important issue affecting either their local area or the world generally, followed by Economy and jobs. War and terrorism, Poverty and hunger, and Environment and climate change are also seen as more important issues globally. • Crime and the Environment are the subjects that young people are most likely to have learnt about/discussed at school. • Geography is the subject in which young people have most often learnt about/discussed these issues at school, and the one in which they most commonly expect to do so. • The great majority think it is important to learn about issues affecting different parts of the world, particularly how the world they live in may change. • Most young people think that not enough time is spent learning about the wider world in school.