Globalisation and education innovation in the classroom cc project local global thinking


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Globalisation and education innovation in the classroom cc project local global thinking

  1. 1. Globalisation and EducationInnovation in the Classroom Case Study: The Project Local/Global Thinking
  2. 2. Local/Global Thinking: Improve our world by raising awairnessabout 21st century global challenges and invite people to search for local solutions…
  3. 3. Introduction• My name;• Study background;• Your name;• Your country;• Impression of the culture of the education system in your country;• Your impression of cultural simularities and differences between your country and the Netherlands.
  4. 4. Autobiographic Notes• 1989: School of Education (HAN) History and Geography/ Fall of the Berlin Wall/World Without Borders;• 1994: Master Economic Social History/Theory of History (KUN, now RU). Specialization: the economical and social development of Vietnam during the Cold War 1945 – 1989;• 1997: Started as teacher History, Geography and Economics at Vocational School.
  5. 5. • 1997: Started as student at Third World Center (now CIDIN – Centre for International Development Issues Nijmegen). Specialization: education system of Vietnam;• 2001: First degree teaching History: relations between Dutch Universities and Vietnamese Universities;• 2004: Research in the field;• 2005: Married in Vietnam;• 2008: Master Development Studies• 2010: Academy for Coaching
  6. 6. Side acitivities/projects• PvdA/EVS  lokaalmondiaal• Science Across the World  meeting teachers coming from different European countries;• Partnership between Vietnamese Secondary School and Dutch Secondary School – Science Across the World as a tool;• Board member Education for Development – The Netherlands• Local/Global Thinking – Connecting pupils, students and teachers
  7. 7. Part I: Why?• The taks of teachers is to prepare young human beings for an adult life in their communities;• Teaching is about passing our cultural heritage from the older to the younger generation;
  8. 8. • Culture = a collection of strategies to survive as an individual, as a group, as a species;• The challenges of a changing world asks for a dynamic culture: to enable us human beings to survive;• Teachers need to stimulate young people not only to know knowledge, but also to understand knowledge!
  9. 9. Teachers need to stimulate young people tothink! and by doing that they re-invent culture.
  10. 10. ACHTUNG BABY (The Fly) About the re-invention of a group
  11. 11. Nieuw Amsterdam  New York About the re-invention of a group
  12. 12. Challenges ahead!Re-Invention is needed!
  13. 13. Pressure on resources…
  14. 14. … on food… Slow foodFastfood
  15. 15. ….pressure on societies!• Population stress (demand/sharing);• Environmental stress (water, energy, pollution);• Social stress: – Outside  due to capitalist world system/environment... – Within  social-economical and cultural differences.
  16. 16. How it can go wrong: Causes of Rwandan Genocide 1994• Growing population;• Demand on food and agricultural resources;• Poverty among mass/Rich elite;• Unequal relations between Hutu’s and Tutsi, due to colonial politics by Germany and Belgium;• Hutu groups conducted mass killings of Tutsis: between 800,000 and 1,000,000 people were victim.
  17. 17. Part II: What to do?
  18. 18. From problem to vision Vision of three elements
  19. 19. 1. Imagine Peace Imagine
  20. 20. Peace Tower
  21. 21. 2. Sustainable Development
  22. 22. Sustainable Development• Brundtland Commission:• Sustainable development is the kind of development that meets the needs of the present without compromising the ability of future generations to meet their own needs.• The two key concepts of sustainable development are: – the concept of "needs" in particular the essential needs of the worlds poorest people, to which they should be given overriding priority; and – the idea of limitations which is imposed by the state of technology and social organization on the environments ability to meet both present and future needs.
  23. 23. Learning for sustainable development
  24. 24. 3. Learning and Culture...• Personal identities  individual point of view: pupil enters classroom with his or her own point of view;• Collective identities  ideas, concepts, rituals, opinions from an individual pupil are rooted in a collective identity.• Innovation  comming to new concepts, ideas, rituals, etc. by exchange between individuals: within a community and between communities.• Connected identities  because of economic globalisation societies are more and more connected (by ICT, travel, etc.). Economic globalisation  Cultural globalisation.• Cultural globalisation demands dialogue!
  25. 25. Teaching for Peace and Prosperity• The taks of teachers is to prepare young human beings for an adult life in their communities;• Re-invent our cultures = a collection of strategies to survive as an individual, as a group, as a species;• After the break: how to do…?
  26. 26. Part III: How to do….? After the break!
  27. 27. Globalisation and EducationInnovation in the Classroom Case Study: The Project Local/Global Thinking
  28. 28. What did you see….?
  29. 29. Teaching…
  30. 30. Learning…
  31. 31. Teaching and innovation…
  32. 32. • Teaching = copying the past/passing our heritage/culture• Learning = improving the future/adapting our heritage/culture
  33. 33. Framework for 21st Century Learning
  34. 34. Part IV: Project design:• Three levels:1. Sustainable Development targets introduction for pupils about 21st century challenges and invite them to search for solutions…2. Education targets  improving the learning abilities from pupil in our classrooms;3. Innovation targets  improving the education system within our school;
  35. 35. Sustainable Development targets• Pupils learn about sustainability: – Domestic Waist Dispossal; – Fashion, Identity and Culture; – Renewble Energy; – Faire Trade; – (Keeping Healthy); – (Global Warming); – (Gender & Population Growth); – (Micro credit in the West and in the South);
  36. 36. Education targets• Pupils practice how to do research in their own neighbourhood and construct their own knowledge;• Pupils practice their presentation skills;• Pupils practice their intercultural communication skills.
  37. 37. Innovation targets1. Introducing of Assessments: - What are the qualities of the student? - Self-assessment: Can I work independent? Can I collaborate? Can I make a presentation? - What does the student still needs to learn to become succesfull at the next level (higher secondary education)? - Are teachers able to support this process? - What skills do they need to have/need to learn?2. Introduction of higher secondary education: - Pupils have chosen a specialisation ( a package of subjects for their higher secondary education); - Does it fitt? - Do I have to make another choise?
  38. 38. 3. Connecting subjects and projects with longitudinal learning: - Emphasizing skills: research, collaboration and presentation skills; - Connecting subjects and grades; - What do pupils need to know/need to be able to do in first grade and in last grade?4. Connecting Local/global (internationalization): - Connecting third grade with school trips in fourth grade to Paris, Berlin, etc.; - Compare the perspective from a local point of view in the Netherlands with comparing the perspective from another point of view somewhere else in the world; - Connecting school with local organisations and foreign schools;
  39. 39. Part V: How to start such a project?
  40. 40. First phase(about understanding the structure and culture of your school!) • Realise your position: you are a starting teacher… • How are things done around here? • Which positions are to recognize within the school? Which formal positions and which informal positions? • How are the personalities from your new colleagues? • How are the relations between them? Are you able to draw an organisation scheme from your school? What departments are there?
  41. 41. • Formulate your Goal for the long run• Formulate targets for a short periode• Start small• Take periods of four years
  42. 42. Collect information– What are the pupil learning needs?– What are the organisation needs?– What do you understand about the organisation culture (how are things done around here)? What is good? What could be improved?
  43. 43. Brainstorm/dream
  44. 44. Collect different opinions…
  45. 45. Formulate your Goal!
  46. 46. Criteria:• Peace (= dialogue, international cooperation, mutal understanding);• Sustainablity (social, economical, environmental)• Improving education methods (= active learning);• Innovation of culture (= knowledge and technic);
  47. 47. What is the reality of your school? Assess your school culture!• Teaching versus learning – Are your colleagues teachers or they into arranging learning situations?• Top down management processes versus bottom up management processes – Where are the decisions made: high in the organisation or low in the organisation?• Goal versus process management style – What is the style of management: aiming on goal and targets or amphesising processes?• Formal our informal culture? – How do you approach someone?
  48. 48. Culture of Education System in your Country? Formal Recognition Collective Recognition Individual Recognition Informal Recognition Model 1: Formal versus Informal / Collective versus Individual
  49. 49. Goal directed management stylesClosed managementstyles Open management styles Process directed management stylesModel 2: Goal versus Process directed /Closed versus Open management styles
  50. 50. Insufficient material meansInsufficient Financialmeans Sufficient financial means Sufficient material means Model 3: Financial means and material means
  51. 51. External monitoring Activating in-service trainingsTraditional in-servicetrainings Internal reflection (self- reflection) Model 4: In-service training, monitoring and reflection.
  52. 52. Obstacles and options• Organize a little project  experiment• Evaluation  what is working? What needs to be improved?• Does your approach work?• What obstacles did you encounter? What options became available?
  53. 53. Project organisationA few golden rules:• Form a project team!  which talents are present + complementairy?• Make a task division  who can do something best?• Understand your role as project leader! (you are NOT resource manager and you are also NOT project owner!)• Documents  apply project cycle
  54. 54. Project design ~ Small Scale• Goal• Targets• (Sub projects?)• Planning (time table)• Activities• Result• Evaluation!
  55. 55. Project design ~ Large Scale1. Project identification: what experiences are there? what are the facts?what problem is experienced?2. Preliminary study: what do we want? what problems are likely to beresolved? what are the interfaces with other things? which activities areundertaken? what are the alternatives? which provide for? which results canbe obtained? it is worth a feasibility study to do?3. Feasibility Study: the design of the project: what prospects are there? whatis desirable? what input is needed? what process is needed? what will theimpact be? the costs and revenues are there? which the project concept anddesign is examined from different perspectives to the desirability of theprocedure, to assess.
  56. 56. • 4. Appraisal / valuation: Unbiased analysis and evaluation performed on the basis of established criteria for acceptability merit or value of an object.• 5. Negotiation and contracting: is defined which parties participate in the project, which targets a central role, who supplies who receives what timetable is handled.• 6. Project start and organization: Description of principles, techniques and tools used in planning, control, monitoring and evaluation of the project.
  57. 57. 7. Implementation: detailed list ofactivities, costs, expected problems and diagramsnecessary to further the objectives of the strategicplans.8. Monitoring and review: surveillance activities toensure that they are on track and on track to meetthe objectives and performance targets. If this is notthe business should be revised.9. Transfer to the line organization: the project bythe project transferred to line managers, making theproject an integral part of the organization.
  58. 58. 10. Project termination: termination of the project and developmentcontract;11. Project evaluation: Thorough analysis of completed or ongoingactivities that provide or support managementaccountability, effectiveness and efficiency. Evaluation of completedactivities is called ex-post evaluation, post-hoc evaluation orsummative evaluation. Evaluation of current or ongoing activitiesmentioned in the evaluation. Measuring the extent to which theobjectives are met, and detecting the factors that hinder or promotetheir realization. It is also about establishing cause-effect relationshipson the extent to which a particular policy (or set of policies) producesthe desired result.12. Impact Evaluation: Assessing the pros and cons of pursuing aseries of actions and the possible consequences, or the extent andnature of the change can cause the end of the project.
  59. 59. Results:• Raising awairness among youngsters!• Pupils are prepaired for challenges 21st century;• Improving education in your school!• Improving education elshwere!• Great learning experiences!• Communication around the globe!• Improvement as a teacher!• Benefit your career!
  60. 60. Questions and final remarks?