Fernando Reimers January 10 2012 Columbus Council on World Affairs Leadership and Global Education The Need for Educational Relevance Seven trends in the context of education Globalization ID: 475777
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Slide1
Education and Globalization
Fernando
Reimers
January 10, 2012
Columbus Council
on World AffairsSlide2
Leadership and
Global Education
The Need for Educational Relevance
Seven trends in the context of education
Globalization
Entrepreneurship and Innovation
Current Global Challenges
Global Education to Manage those Challenges
The World Course. A Coherent CurriculumSlide3
Leadership and Global Education
The Need for Educational Relevance
Seven trends in the context of education
Globalization
Entrepreneurship and Innovation
Current Global Challenges
Global Education to Manage those Challenges
Designing a Coherent CurriculumSlide4Slide5Slide6Slide7Slide8Slide9
Leadership and Global Education
The Need for Educational Relevance
Seven trends in the context of education
Globalization
Entrepreneurship and Innovation
Current Global Challenges
Global Education to Manage those Challenges
Designing a Coherent CurriculumSlide10
Expectation
that schools
will
achieve multiple
objectivesSlide11
Accelerating rate of scientific and technological changeSlide12
Rapid development of communication technology Slide13
Expanding knowledge base
about brain functioningSlide14
Increased life expectancy
of all peopleSlide15
New and renewed
forms of violenceSlide16
GlobalizationSlide17
Expectation that schools will
achieve
multiple objectives
Accelerating rate of scientific and technological
change
Rapid development of
communication technology
Expanding knowledge base about
brain functioning
Increased life expectancy of all
people
New
and renewed forms of
violence
GlobalizationSlide18
Leadership and Global Education
The Need for Educational Relevance
Seven trends in the context of education
Globalization
Entrepreneurship and Innovation
Current Global Challenges
Global Education to Manage those Challenges
Designing a Coherent CurriculumSlide19
Labor Force with
High Levels of Educational Attainment
Internationally Competitive
Curriculum
World Standards
Knowledge and Skills about the World and Globalization
Global CompetenceSlide20
The capacity to understand Globalization, anticipate risks, manage them, and seize and create opportunities in a highly integrated global economic context
Innovation and EntrepreneurshipSlide21
Leadership and Global Education
The Need for Educational Relevance
Seven trends in the context of education
Globalization
Entrepreneurship and Innovation
Current Global Challenges
Global Education to Manage those Challenges
Designing a Coherent CurriculumSlide22Slide23Slide24Slide25Slide26
Watson & TelecomsSlide27
Leadership and Global Education
The Need for Educational Relevance
Seven trends in the context of education
Globalization
Entrepreneurship and Innovation
Understanding Current Global Challenges
Global Education to Manage those Challenges
Designing a Coherent CurriculumSlide28Slide29
Economic Risks
Food
price volatility
Oil price spikes
Major Fall in the US$
Slowing Chinese economy (<6%)
Fiscal crises
Asset price collapse
Retrenchment from globalization (developed)
Retrenchment from globalization (emerging)
Burden of regulation
Underinvestment in InfrastructureSlide30
Geopolitical Risks
International
terrorism
Nuclear proliferation
Iran
North Korea
Afghanistan Instability
Transnational crime and corruption
Israel-Palestine
Iraq
Global governance gapsSlide31
Environmental Risks
Extreme weather
Drought and Desertification
Water Scarcity
National Catastrophes (cyclone)
National Catastrophes (earthquakes)
National Catastrophes (island flooding)
National Catastrophes (coastal flooding)
Air pollution
Biodiversity lossSlide32
Societal Risks
Pandemic
Infectious disease
Chronic Diseases
Liability Regimes
MigrationSlide33
Technological Risks
Critical information infrastructure breakdown
Nanoparticle toxicity
Data fraud/lossSlide34Slide35Slide36
Leadership and Global Education
The Need for Educational Relevance
Seven trends in the context of education
Globalization
Entrepreneurship and Innovation
Current Global Challenges
Global Education to Manage those Challenges
Designing a Coherent CurriculumSlide37
The Road Travelled…
Ohio’s International Education Advisory Committee Strategic
Plan
International Education Network of Central OhioSlide38Slide39Slide40
What has been learned?
What are some new challenges?Slide41Slide42Slide43Slide44Slide45
Global Competency
A
positive disposition towards cultural difference
. An
interest and understanding
of different civilizational streams and the ability to see those differences as opportunities for constructive transactions among people.
An
ability
to speak, understand and think in languages in addition to the dominant language in the country in which people are born.
Foreign language
skills are analogous to stereoscopic vision to the global mind.
Deep knowledge and understanding
of world history, geography, of the global dimensions of topics such as health, climate and economics and of the process of globalization itself.Slide46
Challenges of Global Education
Design
Implementation
ScalabilitySlide47
Design
What does good student performance look like?
What should be the content of global education?
What is an adequate sequence, progression?
How should we teach global education?
Should we infuse it or do we need to carve out a separate space in the curriculum?
Is there a critical age to begin?
How do we assess performance?
What are the most effective pedagogies?
Direct instruction?
Project based learning or service learning?
Study abroad?
Exchanges with peers in other countries?
How should we use technology? Slide48
Implementation
How do we get parent’s buy in?
How do we negotiate global education amidst the many other demands of our schools?
Amidst the demands of standards and assessments?
How do we build teacher capacity?
What priority do we give it in a context of budget cuts? Slide49
Scalability
How do we ensure wide access to the opportunity to develop global competency?
How do we ensure consistency in high quality experiences?
How do we ensure coherence and integration with overall instructional experience?
How do we provide support with high quality instructional materials and professional development?Slide50
Leadership and Global Education
The Need for Educational Relevance
Seven trends in the context of education
Globalization
Entrepreneurship and Innovation
Current Global Challenges
Global Education to Manage those Challenges
Designing a Coherent CurriculumSlide51
Leading Internationalization
From Individual Changes to Institutional Efforts
Faculty Initiatives. The Champions.
Developing a Coherent Vision
Building Teacher Capacity
Creating Alignment
Adequate Instructional Materials
Engaging Students
Challenges:
Deep (rigor) vs. Superficial internationalization
Teacher Capacity
Standards and Assessment
Zero-sum worldview of schools
Parental values and expectationsSlide52Slide53
The World Course
Developed by:
Fernando
Reimers
Vidur
Chopra
Connie K. Chung
Eleanor B. O’Donnell
Julia Van
AlstSlide54
Organizing
Principles
Outcomes
Based
Project based
Emphasis
on doing, active
learning
Knowledge
, Skills,
Attitudes
Capstones
Coherent
yearly
themes
Interdisciplinary units
New
knowledge and
content
Fostering
Agency, ability and desire to make a difference. Initiative. Leadership.Slide55
Organizing Principles
Learning from what works, and challenges.
Developing
innovative and entrepreneurial
spirit.
Parents
and community as
resources
Emphasis
on development of analytic and problem solving skills: curiosity, exploration, observation, analysis, research, writing, presenting,
inventing.
Global
Challenges as the focus. MDGs and Human
Rights
Connections
between Global and
Local
Engaging
with complex issues, messy, no easy
answers.
Age
appropriate curriculum but not
infantilizing.
From
personal and immediate, to more advanced and conceptual understanding.Slide56
Development Process
Outcomes
Identification
of knowledge
domains
Development
of curricular
sequence
Scope
and sequence per
grade
Development
of
Units
Several
iterations of
revision
Principle
: Combine innovation with incorporation of best practices and tested materials.Slide57
Characteristics of a Globally Competent
High School Graduate
Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics
Knowledge and Skills
1. Economics, Trade & Demography
2. Culture
3. Politics
4. Science, Technology, Innovation and Globalization
5. Public Health
6. Demography
7. Business, Entrepreneurship, Social Entrepreneurship
Work and mind habitsSlide58
Characteristics of a Globally Competent
High School Graduate
Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics
Knowledge
and Skills
1. Economics, Trade & Demography
2. Culture
3. Politics
4. Science, Technology, Innovation and Globalization
5. Public Health
6. Demography
7. Business, Entrepreneurship, Social Entrepreneurship
Work and mind habits
Is able to recognize and weigh diverse cultural perspectives.
Understands own identity as well as others’ identities and how other cultures shape own identity (ours): where we are in place and time
Can work productively in and can lead effectively inter-cultural teams, including teams distributed in various geographies through the use of telecommunication technologies.
Is capable of demonstrating empathy towards other people from different cultural origins.
Understands and appreciates cultural variation in basic rules of etiquette and knows where to find appropriate norms to specific settings and types of interaction.Slide59
Characteristics of a Globally Competent
High School Graduate
Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics
Knowledge
and Skills
1. Economics, Trade & Demography
2. Culture
3. Politics
4. Science, Technology, Innovation and Globalization
5. Public Health
6. Demography
7. Business, Entrepreneurship, Social Entrepreneurship
Work and mind habits
Is curious about global affairs and world cultures
Can recognize cultural (civilizational, religious or ethnic) prejudice, and has the skills to minimize its effects in intergroup dynamics.
Is skilled in negotiation, mediation and conflict resolution skills.Slide60
Characteristics of a Globally Competent
High School Graduate
Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics
Knowledge
and Skills
1. Economics, Trade & Demography
2. Culture
3. Politics
4. Science, Technology, Innovation and Globalization
5. Public Health
6. Demography
7. Business, Entrepreneurship, Social Entrepreneurship
Work and mind habits
Can interact with people from diverse cultural backgrounds demonstrating humility, respect, reciprocity, integrity (academic and other).
Understands role of trust in sustaining global institutions and recognizes forms of break down of trust or institutional corruption and its causes.
Appreciates ethical frameworks in diverse religious systems.
Recognizes common values and common humanity across civilizational streams.
Is committed to basic equality of all people.
Can value the potential of every person, regardless of socio-economic circumstances, or cultural origin.
Appreciates the role of global compacts such as the Universal Declaration of Human Rights in guiding global governance.
Is committed to supporting Universal Human Rights, to reducing global poverty, promoting Peace and promoting sustainable forms of human-environmental interaction.Slide61
Characteristics of a Globally Competent
High School Graduate
Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics
Knowledge
and Skills
1. Economics, Trade & Demography
2. Culture
3. Politics
4. Science, Technology, Innovation and Globalization
5. Public Health
6. Demography
7. Business, Entrepreneurship, Social Entrepreneurship
Work and mind habits
Theories of economic development, and how they explain the various stages in economic development of nations, poverty and inequality.
Knows which institutions regulate global trade and which work promoting international development.
Is familiar with contemporary literature on the effectiveness and limitations of those institutions.
Impact of global trade
Knows the consequences of Global Poverty and recognizing the agency of the poor.
Demography and the factors influencing demographic trends, and their implications for global change.Slide62
Characteristics of a Globally Competent
High School Graduate
Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics
Knowledge
and Skills
1. Economics, Trade & Demography
2. Culture
3. Politics
4. Science, Technology, Innovation and Globalization
5. Public Health
6. Demography
7. Business, Entrepreneurship, Social Entrepreneurship
Work and mind habits
World history and geography, with attention to the role of globalization in cultural change.
Historical knowledge includes various perspectives, including the role of ordinary citizens in history.
World geography: know different areas of the world, what unites them and what differences exist, how humans have changed the geography
World religions, history and points of contact between civilizations over time.
Major philosophical traditions and points of connection.
Knows and appreciates performing and visual arts as means to find common humanity (theater, dance, music, visual arts)
Appreciates different arts and also see connections,
Sees art as expression, use art for expression, globalization and artSlide63
Characteristics of a Globally Competent
High School Graduate
Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics
Knowledge
and Skills
1. Economics, Trade & Demography
2. Culture
3. Politics
4. Science, Technology, Innovation and Globalization
5. Public Health
6. Demography
7. Business, Entrepreneurship, Social Entrepreneurship
Work and mind habits
Knows comparative government.
How does government work in different societies?
Major international institutions and their role shaping global affairs.
Contemporary global challenges in human environmental interaction:
Sources of these challenges, options to address them, and the role of global institutions in addressing these challenges.
History of contemporary global conflicts and the role of global institutions in addressing these challenges.Slide64
Characteristics of a Globally Competent
High School Graduate
Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics
Knowledge
and Skills
1. Economics, Trade & Demography
2. Culture
3. Politics
4. Science, Technology, Innovation and Globalization
5. Public Health
6. Demography
7. Business, Entrepreneurship, Social Entrepreneurship
Work and Mind Habits
Can demonstrate Innovation and creativity in contributing to formulating solutions to global challenges and seizing global opportunities. Capable of seeking and identifying global best practices and transferring those across geographic, disciplinary and professional contexts.
Can identify different cultural perspectives to think about problems
Understands the process of cultural change and that there is individual variation within cultural groups.
Ability to carry out research projects independently
Ability to present results of independent research, in writing, orally and using media.Slide65
Structure of Units
Unit: 8.1
Topic: Global Citizenship
Theme:
Ethics
: Value Human Potential, Work and Mind Habits: Innovation and Creativity
Region: Various
Length: 2 weeks
Goals
&
Objectives:
Learn
:
To learn what is social entrepreneurship and how social entrepreneurs are addressing some of the major global challenges.
Inspire:
To inspire students to initiate a social entrepreneurial venture to address one of the MDGs.
Act:
Establish a social enterprise.
Skills
& Knowledge: Students will
Study the work of various social entrepreneurs.
Recognize the value of social innovation in addressing development challenges
Identify the steps involved in establishing a social enterprise.
Plan a social enterprise and develop an implementation plan.
Overview:
This unit builds on the last unit of Grade 7, when the concept of Social Enterprise was studied. The students begin Grade 8 with an introduction –or review—of Social Enterprise, and create a Social Enterprise around one of the MDGs for their end-of-year project. This enterprise is implemented during the year, when students periodically reflect on the results they are achieving, use those reflections to review the theory of action of the enterprise, and to make adjustments to their business plan. The year ends with a presentation of the enterprises created by the students and a discussion of their results.
Activity 8.1.1:
What is social entrepreneurship?
The teacher will introduce the activity with a presentation of what is social entrepreneurship. The students will describe the growing role played by the citizen sector in generating innovation to address global challenges and provide a range of examples of social entrepreneurs. The introduction will highlight the various approaches to financing social enterprises –for profit, hybrid and not for profit. If possible invite actual social entrepreneurs to visit the class and make a short presentation describing their work and sharing their passion.
Resources 8.1.1:
There are numerous online resources featuring examples of youth who are social entrepreneurs, such as the following Ted presentations
http://www.tedxyse.com/category/changemakers/
Basic info about the unit
Goals and objectives for the year: learn, inspire, act
Skills that students will develop and knowledge that students will gain during this year
Overview that explains where this year fits into the curriculum as a whole
Each unit includes several activities
Recommended resources are also givenSlide66
Themes
Kindergarten: Our world is diverse and beautiful
Grade 1. We are One People: Universal Human Needs
Grade 2. Exploring people, culture and the world. Children can make a difference.
Grade 3. Understanding global inter-dependence through
Grade 4. The Rise (and Fall) of Civilizations, Ancient and Modern
Grade 5. Freedom & the Rights of Individuals
Grade 6. How values and identity shape people and institutions
Grade 7. Driving change in society
Grade 8. Migrations
HS. Development Economics
HS. Public Health
HS. Global Conflicts
HS. Environment
HS. Emerging Technologies
HS. Independent ProjectSlide67
Capstones
Kindergarten. Puppet Show performance of understanding
difference.
Grade
1. Book of Me (Portfolio).
Grade
2. Helping educate
others.
Grade
3. Create a business (
chocolate)
Grade
4. Create a game (
civilizations)
Grade
5. Create awareness project on
MDGs.
Grade
6. Implement advocacy project
MDG.
Grade
7. Extended Service
Learning.
Grade
8. Create a Social Enterprise MDG.Slide68
Understanding global inter-dependence through entrepreneurship in chocolate manufacturing
Grade 3Slide69
Grade 3: Interdependence & Entrepreneurship
Objective
To build an entrepreneurial spirit in young children through an understanding of global food chains using the case of chocolate specifically
Primary Geographic Focus:
West Africa (chocolate manufacturing countries)
Capstone:
Creating a marketing campaign for the chocolate they’ve made and differentiating their product based on the culture of their target market
Units
3.1 The life of a chocolate & its history
3.2 Let’s make our own chocolate
3.3 Understanding the culture of my market
3.4 Marketing my chocolate in school
3.5 Child Labor
3.6 Taking my chocolate to the market
3.7 Moving beyond chocolateSlide70
Unit 3.6: Child Labor
Overview
:
Beginning with the cocoa plantation industry, students are familiarized with the issue of child labor, which is further extended to other industries. Through the use of literature and stories about child labor in different industries, students will analyze some of the moral, economic and development related dimensions of this global issue. Students also learn about the International Labor Organization and its efforts in eliminating child labor globally. Since students will be involved in creating their own chocolate, they will collectively seek an answer to what the most effective solution towards combating child labor in the chocolate manufacturing industry might be and how best they’d like to tackle the issue.
Area
: Ghana, Ivory Coast, S.Asia
Activities
:
3.6.1: Understanding child labor
3.6.2: Tackling child labor & making our chocolate child-labor
freeSlide71
Activity 3.7.2: May the best chocolate win
Students are informed that they have been allotted a chocolate stand at the local market in the country their group was assigned to export chocolate to. Students
have to design a marketing campaign for their product and should consider the following aspects -
What differentiates their product? (The content/packaging/price) What makes their product unique and distinctive?
How
will they price it? Why is it priced cheap or
expensive?
Has
the chocolate been culturally adapted?
How
do they incorporate aspects of Free Trade and combating child-labor in their marketing strategy, if at
all?
Students
also create a short jingle for their product which is
recorded
What
logo would they choose/design? What does their logo
represent about them, their organization and it’s values?
If
they were to choose a brand ambassador for their product, who would it be? Why? Slide72
High School
There are two strands to the World Course in grades 9-12, a curricular strand and an individual project.
Curricular strand
Individual projectSlide73
High School: Curricular Strand
The curricular strand
is composed of five semester-long in-depth studies of five major processes driving globalization and their respective challenges and the past and current progress being made on the challenges. Each student will choose at least two of these semester-long courses, but can take more if they wish. The semester courses are described in the attached documents.
Development Economics
Technology, Innovation, and Globalization
Society and Public Health
Conflict
The EnvironmentSlide74
High School: Independent
Project Strand
The second, independent (or group) project strand
would focus on a multi-year individual (or group) capstone project on an issue that students would identify by the end of their 9th grade year after taking the two semester courses. This project would include independent research and an internship with a mentor and/or organization working on the issue, the development and implementation of an action plan to help address the issue, and a final senior year presentation to the rest of the school community on their experience. The students will be placed in advisory groups with peers who are interested in similar issues and be supervised throughout grades 10-12 by an assigned advisor and possibly outside individual mentors. This project can be executed as individuals or in groups. The focus is on helping students take their talents and interests to meet global challenges. Slide75
Technology, Innovation and Globalization
This one semester course examines the relationship between technological and social developments, and how the acceleration of technological innovation is impacting social change, and can contribute to address some of the most critical global challenges. We will examine various emerging technologies and discuss their social implications and possible uses and the consequences of these developments for globalization.Slide76
Technology, Innovation and Globalization
Units
TIG.1.
The marvel of innovation and the world of inventors
TIG.2.
Technological Developments and Society
TIG.3.
Emerging Technologies and Globalization.
TIG.4
The acceleration of technological change and the future
Capstone
: Students develop a concept that uses an emerging technological innovation to address a global challenge along the lines of the entries in the X-PrizeSlide77
TIG.4: The Acceleration of Technological Change and the Future
Goals & Objectives:
Learn:
To understand the exponential rate of technological development, and the implications of this acceleration of change for our ability to address social challenges. To understand the concept of ‘Singularity’ proposed by Ray Kurzweil.
Inspire:
To inspire student to engage in the utilization of technology to address social purposes which are meaningful to them.
Evaluate:
Students design a concept to address a global challenge that is based on an emerging technology.
Skills & Knowledge: Students will
Recognize: The exponential nature of technological development and the implications for smaller groups of people to design innovative solutions to global challenges, through approaches such as the X-Prize.
Identify: The concept of Singularity.
Explain and describe: The ways in which a current global challenge can be ameliorated or solved through the use of an emerging technology.
Overview
: In this unit, students examine the changes in the rate of technological development, discuss the concept of ‘Singularity’, examine alternative approaches to stimulate technological innovation, and develop a concept to address a global challenge using an emerging technology. Slide78
Activity TIG.4.3. Technology and Innovation for All: The X-Prize
.
The teacher will lead the class in a discussion of The X-Prize, a process to stimulate innovation that capitalizes on the ability of relatively small groups of individuals to address significant social challenges using knowledge and technology. The teacher will present the X-Prize Foundation and the X-challenge, its origins, and its applications to finding innovative solutions to space travel and oil clean up.
Students will discuss:
What is the value of competition as a process to stimulate innovation?
Why can small groups of people produce now designs that until recently were only feasible for large corporations and governments?
What are the downsides of providing economic rewards only to the winners of the competitions?
What challenges are more likely to be solved using approaches such as the X-challenge, what challenges are less likely to be solved, why?
Examine some of the open competitions in the X-Prize foundation. Could they imagine themselves participating in one of those competitions? What would they need to do in order to produce a competitive design?Slide79
Leadership and Global Education
The Need for Educational Relevance
Seven trends in the context of education
Globalization
Entrepreneurship and Innovation
Current Global Challenges
Global Education to Manage those Challenges
The World Course. A Coherent CurriculumSlide80
Options for action
Take responsibility:
Democracy is the result of the work of ordinary citizens in their daily practices
Brazil education reform
Coalition All for Education
CommitmentsSlide81
Options for action
Talk to colleagues in sector about how are we doing?
Read Ohio’s Strategic Plan and benchmars. Find out, how are we doing?
Read more about Global Competency and Global educationSlide82
Options for Action
Talk to district leaders. Ask how are we doing? How can I help?
Create an online platform that aligns opportunities for global education to State Standards. Lesson plans. Social interactivity. Amazon of Global Ed.
Select several districts and model success.Slide83
Options for action
Create a coallition that defines the target. Define success.
Monitor current performance.
Recognize and reward exemplary practices.
Stimulate innovation.
Support the development of partnerships universities—other providers—K-12 schools to build capacity and steer good practice
Cultivate and recognize good education leadership.