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Educating Global Citizens A Leadership Challenge Fernando Reimers Outline. The Global Education Paradox Leading Internationalization. Developing a Strategy Attention to Process Why Develop Global Skills Developing a Shared vision of global competence The Global Education Paradox

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outline
Outline.
  • The Global Education Paradox
  • Leading Internationalization.
    • Developing a Strategy
    • Attention to Process
  • Why Develop Global Skills
  • Developing a Shared vision of global competence
the global education paradox
The Global Education Paradox
  • We say Global Education is Important
  • But our schools and universities offer limited opportunities to develop global competency
  • Why? What are the bottlenecks?
  • What can leaders do?
in your school more should be done to develop global competency
In your school more should be done to develop global competency…
  • Strongly Agree
  • Agree
  • Disagree
  • Strongly Disagree
in your school teachers agree on the definition of global competency
In your school teachers agree on the definition of global competency…
  • Strongly Agree
  • Agree
  • Disagree
  • Strongly Disagree
in your school the development of global competency is a priority for teachers
In your school the development of global competency is a priority for teachers…
  • Strongly Agree
  • Agree
  • Disagree
  • Strongly Disagree
in your school there are sufficient opportunities for students to develop global competency
In your school there are sufficient opportunities for students to develop global competency…
  • Strongly Agree
  • Agree
  • Disagree
  • Strongly Disagree
slide9

In your school there is good alignment between the way in which we assess student learning and the purpose of developing of global competency…

  • Strongly Agree
  • Agree
  • Disagree
  • Strongly Disagree
slide10
Are there opportunities to develop global competency infused throughout the curriculum in your school?
  • To a great extent
  • To some extent
  • Not many
  • Not at all
to what extent are there opportunities for students to develop global competency in your school
To what extent are there opportunities for students to develop global competency in your school?
  • To a great Extent
  • To some extent
  • Not much
  • Not at all
are there opportunities to learn foreign languages available in your school
Are there opportunities to learn foreign languages available in your school?
  • To a great extent
  • To some extent
  • Not many
  • Not at all
are there opportunities for students to participate in project based learning around global topics
Are there opportunities for students to participate in project based learning around global topics?
  • To a great extent
  • To some extent
  • Not many
  • Not at all
are there opportunities for students to travel abroad available to the students in your school
Are there opportunities for students to travel abroad available to the students in your school?
  • To a great extent
  • To some extent
  • Not many
  • Not at all
are there opportunities for students to travel abroad available to the teachers in your school
Are there opportunities for students to travel abroad available to the teachers in your school?
  • To a great extent
  • To some extent
  • Not many
  • Not at all
slide16

Are there opportunities for teacher professional development to help teachers in your school develop skills and knowledge to develop global competency?

  • To a great extent
  • To some extent
  • Not many
  • Not at all
slide17
Are there partnerships between your school and universities or non-profits to develop global competencies?
  • To a great extent
  • To some extent
  • Not many
  • Not at all
not a new idea
Not a new idea
  • 1928 address to association of secondary school principals

Isaac Kandel

1881-1965

leading internationalization
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 expectations

internationalize for what purposes
Internationalize for what purposes?
  • Key components of an internationalization strategy:
    • a definition of international education,
    • of the purposes it should serve,
    • on the outcomes it should produce, on
    • the instruments to be used and
    • on the process to be followed.
what strategies and programs can be used to internationalize a school
What Strategies and Programs can be used to internationalize a school?
  • Internationalizing the Curriculum
  • Internationalizing the Faculty
  • Internationalizing Student Body
  • International Partnerships
  • Study Abroad
  • International Service
  • Technology and Distance Learning
  • Internationalizing After School and Summer Programs
process
Process
  • Comprehensive internationalization, broad, deep and integrative practice that enables schools become fully internationalized—requires leadership, strategy, and sustained effort…
  • Internationalizing an institution requires widely understood goals and objectives, an assessment of existing efforts and capacity, recognition of the leverage points for creating change on campus, plans for measuring progress, and the capacity to make continuous adjustments along the way
slide23
Clarifying Goals
  • Internationalization Review
  • Crafting a strategic internationalization action plan
  • Identify Champions
  • Three critical questions for the Review
    • Characteristics of a globally competent graduate?
    • What would it mean for this institution to successfully internationalize (program theory)
    • How much progress has the institution made? Where are we now?
    • What institutions could we benchmark against? Looking for models of successful practice
making the case
Making the case
  • Globalization requires that young people understand the process and how it influences their lives.
  • Globalization places an economic premium in global skills
  • Globalization redefines citizenship. The boundaries between domestic and foreign policy issues are increasingly fluid.
slide25
“When the RAND Corporation surveyed respondents from 16 global corporations, many were highly critical of U.S. universities’ ability to produce graduates with international skills. One marketing manager said that, compared to their counterparts from universities in other parts of the world, U.S. students are ‘strong technically’ but ‘shortchanged’ in cross-cultural experience and ‘linguistically deprived’. Another corporate human resource manager explained: ‘Universities don’t think globally—it’s not ingrained in their philosophy and curriculum to create the global worker’. One corporate respondent went even further: “If I wanted to recruit people who are both technically skilled and culturally aware, I wouldn’t even waste time looking for them on U.S. college campuses.”[1]
  • [1] Education for Global Leadership. The Importance of International Studies and Foreign Language Education for U.S. Economic and National Security. A Statement by the Research and Policy Committeee of the Committee for Economic Development. Washington, DC. 2006. Page 6.
global competency
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.
global competencies
Global Competencies
  • first set of competencies are ‘soft’ skills and attitudes that reflect an openness, interest and positive disposition to the variation of human cultural expression reflected internationally. In their most basic forms these skills comprise tolerance towards cultural differences. More advanced are the skills to recognize and negotiate differences in cross-cultural contexts, the cultural flexibility and adaptability necessary to develop empathy, trust and to have effective inter-personal interactions in diverse cultural contexts.
global competencies28
Global Competencies
  • The second set of global competencies results from disciplinary knowledge in comparative fields: comparative history, anthropology, political science, economics and trade, literature, world history. These are the competencies that allow knowledge and understanding of problems that have an international or global dimension.
global competencies29
Global Competencies
  • The third set of global competencies are foreign language skills. These allow communication through varied forms of expression of language, with individuals and groups who communicate principally in languages other than English.
cross cultural competency
Cross-cultural competency
  • Ability to understand and respect the cultures of other peoples,
  • Work effectively with people from other countries and cultures with respect, open mindedness, and understanding
  • Have had experience with persons from other cultures and demonstrate flexibility and respect when working in a team with people from other cultural/national backgrounds
  • Understand categories of similarity and difference among human beings and their cultures, and ask how and why particular similarities and differences exist
  • Self assess with respect to how to handle intercultural/international experiences
  • Translate knowledge and experience of one culture to learn about another
  • Recognize the existence and importance of non-verbal communication and its difference in varied cultures
  • Recognize and analyze stereotypes
foreign language skills
Foreign Language Skills
  • Ability to work and think in at least one other language than one’s own, particularly –though not exclusively—in non-traditional languages that will provide a comparative advantage because of economic transactions, or for political purposes.
knowledge of global affairs
Knowledge of Global Affairs
  • Understanding connections between local and global affairs, and in particular the interconnectedness of the global economy in both past and present
  • A competent knowledge of global geography and economics as well as of at least one major cultural tradition other than one’s own.
  • An understanding of the concept of global citizenship
  • Understand the effects of geography and demographic forces on global cultures, histories, and economies
  • Recognize connections among societies and civilizational streams over time and be able to give examples of cultural and technological diffusion and exchanges in the past and the present
  • Master the practical skills of a global citizen: fill out passport and visa applications, convert currency, understand time changes, book flights, etc. Read international press and analysis and journals specialized in foreign affairs. (Council of Foreign Relations, the Economist)
knowledge
Knowledge
  • Knowledge of world geography, conditions, issues, and events
  • Awareness of the complexity and interdependency of world issues and events
  • Understanding of historical forces that have shaped the current world system
  • Knowledge of one’s own culture an history
  • Knowledge of effective communication, including knowledge of foreign language, intercultural communication concepts, and international professional etiquette
  • Understanding of the diversity of values, beliefs, ideas, and world views
attitudes
Attitudes
  • Openness to learning and a positive orientation to new opportunities, ideas, and ways of thinking
  • Tolerance for ambiguity and unfamiliarity
  • Sensitivity and respect for personal and cultural differences
  • Empathy or the ability to see multiple perspectives
  • Self-awareness and self-esteem about one’s own identity and culture
skills
Skills
  • Technical skills to enhance students’ ability to learn about the world (for example, research skills)
  • Critical and comparative thinking skills, including the ability to think creatively and integrate knowledge, rather than accepting knowledge in a non-critical way
resources
Resources
  • General Resources
  • Asia Society. A World Class Education: Community Action Kit
  • http://www.internationaled.org/
  • http://www.massinitiative.org/
  • www.primarysource.org
  • http://www.edutopia.org/node/3054
  • http://www.copace.clarku.edu/about-copace/teacherscenter.htm
resources37
Resources
  • Teaching about Globalization—Global Issues, Foreign Affairs
  • www.netaid.org
  • http://www.cfr.org/
  • http://www.oxfam.org.uk/education/
  • http://www.choices.edu/about/mission.php
  • Teaching about Globalization---Economics
  • www.newyorkfed.org/education/tchglobeco.html
  • www.economicsintl.org
  • http://www.economist.com/index.html
  • http://store.ncee.net/thinkingglobally.html
  • http://www.imf.org/external/np/exr/center/students/hs/think/lesson4.pdf
resources38
Resources
  • Teaching about the United Nations—Human Rights
  • http://cyberschoolbus.un.org/
  • www.unagb.org
  • www.globalclassrooms.org
  • http://www.unausa.org/site/pp.asp?c=fvKRI8MPJpF&b=324654
  • http://www.un.org/cyberschoolbus/humanrights/qna/cynthia.asp
  • http://www.unhchr.ch/html/menu6/2/abc.htm
  • http://opentraining.unesco-ci.org/cgi-bin/page.cgi?g=Detailed%2F112.html;d=1
  • http://www.amnesty.org/actnow/
resources39
Resources
  • Teaching about World Geography
  • http://www.nationalgeographic.com/
  • www.iearn.org
  • National Consortium for Teaching About Asia www.nctasia.org
  • http://www.internationaled.org/
  • Teaching Foreign Languages
  • www.actfl.org
  • www.mafla.org
  • www.nectfl.org
  • http://iew.state.gov/