DEVELOPING THE GLOBALDIMENSION INTO THESCHOOL CURRICULUM BY SEHRIBAN BUGDAY UNIVERSITY OF VICTORIA
Definition of Global EducationGlobal Education is a term that describes a process ofeducation that enables people to understand the linksbetween their own lives and those of people throughoutthe world. It is education that opens people‟s eyes andminds to the realities of the world, and encouragesbringing about a world of greater justice, equity andhuman rights for all.Maastricht Global Education Declaration2002, Council of Europe
The global dimension in practiceGlobal dimensionRefers to the curriculum coverscross-curricular concerns that focuson global inter-dependence, issuesand events.
A curriculum for the 21st century:-should encourage learners to be aware of global issuesand evaluate information and events from a globalperspective.-By exploring the connection between the local and theglobal, they can also realise that it is possible to findsolutions to challenges, such as climate changes andglobal poverty.
What do you think about this curriculum? Is itreally important for education or can childrensurvive without knowing about other countries?
•Since September 2002 Englishschools have been required theimplement a revised NationalCurriculum.•Article discuss how a globaldimension can be incorporated intoboth curriculum and the wider lifeof the school.•locates children in the globalcontext rather than in just aparticular nation.
The National Curriculum is driven by certain ‘keyconcepts’ and values.These include:-Global Citizenship-Interdependence-Diversity-Sustainable Development-Social Justice-Conflict Resolution-Human Rights and Values.
Global CitizenshipA global citizen who is “aware of the widerworld and has a sense of their role as a worldcitizen, respects and values diversity, has anunderstanding of how the world works, . . . iswilling to act to make the world a more equitableand sustainable place and takes responsibility fortheir actions” (Oxfam).
How they use global dimension into the curriculum?• linking global issues with the subjects.•using cross-curricular approach.•using examples from other countries.•doing similarities and differences betweencountries.•showing videos form other countries.•making school partnership.
Differentiation and progressionFoundation StageChildren are offered a variety of experiences that encourage and support themto begin to make connections between different parts of their life experience.Key Stage 1Children begin to develop a sense of their own worth and the worth of others.They develop a sense of themselves as part of a wider world and gainawareness of a range of cultures and places.Key Stage 2Children develop their understanding beyond their own experience and buildup their knowledge of the wider world and of diverse societies and cultures.Key Stage 3-4Children and young people develop their understanding of their role ascitizens within local and global contexts and extend their knowledge of thewiderworld.
What do teachers need to do preparestudents for global reality?
Why global dimension is important?• give students opportunity to have respect and recognizediversity.• be able to cope with the situations that they face.• encourage students to think critically• prepare students for the future because they are goingto be part of this world, going to be travel and meetpeople all over the world.• If we know more about the world we feel morepowerful.