group of secondary school children establishing a fair trade chocolate tuck shop as part of their enterprise classes,while other schools introduced fair trade cafes. But as development education project worker Anne-Marie Smith highlights:"The whole point of the project wasn't just about running a fair trade event,it was about embedding the whole idea of global citizenship into the school.It trickled into areas like school canteens-we have some schools now that will make sure all their food is locally sourced and others,when there is a parents'meeting,will always have fair trade produce.It just becomes embedded intheir culture." Stumbling block Adopting a global dimension in all that a school does is crucial to reinforcing the global education message.Running an annual global education event or bringing in global education as an"add on"has little value,according to Barbara Lowe,schools coordinator (primary)at the Reading International Solidarity Center (Risc)-one of the first development education centersestablished25 yearsago "For me this is all about a school that has embedded global citizenship across the curriculum in every year group and throughout the whole school ethos,"says Lowe."It has to be a whole-school initiative and has to be consistent,otherwise the children get missed messages." Moira Jenkins,schools communications manager at the DEA,group of secondary school children establishing a fair trade chocolate tuck shop as part of their enterprise classes, while other schools introduced fair trade cafes. But as development education project worker Anne-Marie Smith highlights: “The whole point of the project wasn’t just about running a fair trade event, it was about embedding the whole idea of global citizenship into the school. It trickled into areas like school canteens—we have some schools now that will make sure all their food is locally sourced and others, when there is a parents’ meeting, will always have fair trade produce. It just becomes embedded in their culture.” Stumbling block Adopting a global dimension in all that a school does is crucial to reinforcing the global education message. Running an annual global education event or bringing in global education as an “add on” has little value, according to Barbara Lowe, schools coordinator (primary) at the Reading International Solidarity Center (Risc) – one of the first development education centers established 25 years ago. “For me this is all about a school that has embedded global citizenship across the curriculum in every year group and throughout the whole school ethos,” says Lowe. “It has to be a whole-school initiative and has to be consistent, otherwise the children get missed messages.” Moira Jenkins, schools communications manager at the DEA