This chapter will introduce global education. While global education is not a subject in its own right in Australian educational settings, developing learners’ understanding of globalisation and supporting them to become and be informed, responsible and active global citizens is an aim that sits across the Australian Curriculum. In this chapter, we engage with what globalisation means, as well as the ways in which learners in different educational settings learn about, and for, globally oriented citizenship. The chapter has three main sections. In the first, we set out what is meant by the terms globalisation and global education, and introduce the concept of the globally oriented citizen. In the second, we set out the key building blocks of global education – concepts, knowledge and understandings, skills and processes and attributes. In the third, we explore pedagogical approaches to global education, as well as how global education connects to the curriculum from the early years to Year 10. We also consider how connections can be made across the various learning experiences that constitute global education.

Chapter 2 presents our core concepts, develops our theoretical logic, and derives hypotheses for empirical testing. The chapter defines our key terms and discusses the scope conditions on our theory. We then elaborate on what kinds of information are considered sensitive in our framework and describe the kinds of problems that can arise when such information is necessary for understanding compliance-related questions. We next expand on the necessary features of IOs’ confidentiality systems, providing concrete examples. The chapter concludes by developing our two core empirical expectations about the effect of confidentiality systems on the frequency of disclosures of sensitive information and on international cooperation.