The document discusses globalization and the importance of global education. It defines globalization as the development of social and economic relationships worldwide. It argues that global education should prepare students to think beyond national contexts and participate in an interconnected world. It provides goals for education in a global society, such as understanding connections between local and global issues and respecting other cultures. It also discusses strategies for incorporating global perspectives across different subject areas in the curriculum.
its all about the content and methods of comparative eduction,
meaning
scope
national system of education
philosophical factor
religious factor
geographical factor
economic factor
its all about the content and methods of comparative eduction,
meaning
scope
national system of education
philosophical factor
religious factor
geographical factor
economic factor
“Individual difference and educational implications- thinking, intelligence a...Shrooti Shah
The differences among individuals, that distinguish or separate them from one another and make one as an unique individual in oneself, may be termed as individual differences.
Learning is most effective when differences in learner’s language, cultural, and social behaviour are taken into account.
A teacher should be sensitive to individual differences.
A teacher’s challenge is to acknowledge and celebrate the differences among children and work to maximize the growth in each child.
Globalisation and it's impact on educationJaseel CM
GLOBALISATION AND IT'S IMPACT ON EDUCATION, WHAT IS GLOBALISATION, IT'S DEFINITION, CHARECTERISTICS,EVALUATION OF GLOBALISATION MERITS, DEMERITS, IMPACT OF GLOBALISATION ON EDUCATION ,
Comparative perspective on teacher education Pakistan and UKseharalam
subject: Teacher Education
topic: Comparative perspective on teacher education Pakistan and UK
similarities and differences
which is best.
you read the suggested articles and thesis .........
Comparative Educational System
The tool for the integration of the individual effectively into a society so that the individual can achieve self- realization, develop national consciousness, promote unity and strive for social, economic, political, scientific cultural and technological process.
I am Nazish Iqbal Arain from university of education of Multan campus intdroled in BS English program this is foundation of education subject presentation.
PRE-SERVICE AND IN-SERVICE TRAINING OF TVET TEACHERSOECD CFE
Presentation by Dr. Nguyen Quang Viet, Viet Nam, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
“Individual difference and educational implications- thinking, intelligence a...Shrooti Shah
The differences among individuals, that distinguish or separate them from one another and make one as an unique individual in oneself, may be termed as individual differences.
Learning is most effective when differences in learner’s language, cultural, and social behaviour are taken into account.
A teacher should be sensitive to individual differences.
A teacher’s challenge is to acknowledge and celebrate the differences among children and work to maximize the growth in each child.
Globalisation and it's impact on educationJaseel CM
GLOBALISATION AND IT'S IMPACT ON EDUCATION, WHAT IS GLOBALISATION, IT'S DEFINITION, CHARECTERISTICS,EVALUATION OF GLOBALISATION MERITS, DEMERITS, IMPACT OF GLOBALISATION ON EDUCATION ,
Comparative perspective on teacher education Pakistan and UKseharalam
subject: Teacher Education
topic: Comparative perspective on teacher education Pakistan and UK
similarities and differences
which is best.
you read the suggested articles and thesis .........
Comparative Educational System
The tool for the integration of the individual effectively into a society so that the individual can achieve self- realization, develop national consciousness, promote unity and strive for social, economic, political, scientific cultural and technological process.
I am Nazish Iqbal Arain from university of education of Multan campus intdroled in BS English program this is foundation of education subject presentation.
PRE-SERVICE AND IN-SERVICE TRAINING OF TVET TEACHERSOECD CFE
Presentation by Dr. Nguyen Quang Viet, Viet Nam, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
This is an outlined discussion of The Teacher as a Person in the Society and other topics in The Teaching Profession which could be of use to students who are taking the subject.
Teachers are, and have, a power, a force, to make the world, to change the world, and ultimately - to save the world - by raising consciousness of global and or local issues which need to be addressed. We influence approximately 2000 students over the course of a teaching career. This fact alone makes high-quality Continuous Professional Development (CPD) an imperative...
Technology and education in developing countriesFrancesc Pedró
Techniology and education in developing countries. Describes the challenges in relation to Education For All (2015) and the role that technology could play. Presents the four pillars of UNESCO's Strategy in this domain: policies, teachers, mobile learning, and open educational resources.
Process of Learning in Global Perspective.docxSobiaAlvi
Content List
Global Perspective in Education
1. Global-perspective
2. Historical Context
3. Preparing for a Globalized World
4. A global perspective in education facilitates this by:
Addressing Global Challenges
1. Understanding Climate Change
2. Tackling Health Pandemics
3. Promoting Universal Human Rights
4. Broadening Horizons and Enriching Learning
5. Building Empathy and Social Skills
6. A Caveat: Avoiding Surface-level Globalization
7. Why is Global Learning Important?
Global Education
1. What is Global Education?
Process of Learning
Process of Learning in Global Perspective
Cultural Awareness and Sensitivity
Global Curriculum Integration
Technology Integration
Language Learning
Global Competencies
International Collaboration
Inclusive Education
Environmental and Global Issues
Experiential Learning
Lifelong Learning
Global Citizenship Education
Cultural Diversity and Sensitivity
Cross-Cultural Communication
Global Curriculum Development
Access to Education
Technology and Digital Learning
International Collaboration and Exchange
Global Citizenship Education
Multilingual Education
Environmental and Sustainability Education
Life Skills and Employability
Summary
Conclusion
Steps of Learning in Global Perspective
Cultural Awareness
Global Curriculum Design
Language Acquisition
Technology Integration
International Collaboration
Inclusive Education
Environmental and Global Issues Integration
Experiential Learning Opportunities
Global Citizenship Education
Multilateral Language Development
Lifelong Learning Culture
Cross-Cultural Competence
Global Perspectives in Assessment
Ethical Considerations
Conclusion
References
1. https://www.eurokidsindia.com/blog/the-importance-of-global-perspective-in-education.php#:~:text=A%20global%20perspective%20in%20education%20facilitates%20this%20by%3A,collaboration%20across%20borders%20is%20routine.
2. https://cambridge-community.org.uk/guide-to/cambridge-primary/cambridge-global-perspectives/#:~:text=Cambridge%20Primary%20Global%20Perspectives%20allows,beginning%20of%20their%20formal%20education.
3. https://globalaffairs.ucdavis.edu/ge4a/global-learning-outcomes
4. https://tgcphilmoshoyannis.weebly.com/what-is-global-education.html
5. https://www.linkedin.com/pulse/ed-argot-why-global-perspective-matters-rabia-babar-khan
Higher education institutions have a critical role to play in driving sustainable development forward. But creating a sustainable future is much more than just creating green campuses or implementing recycling efforts or global citizenship initiatives. It also means inclusive education and lifelong learning.
Education for International Understanding.pptxMonojitGope
This PPT Aims to provide knowledge and understanding to the learner about the concept of Education for International Understanding, Important of Education for International Understanding, How Education can Promote International Understanding, Benefits of Education for International Understanding, Curriculum for International Understanding, Challenges of Education for International Understanding, Overcoming Challenges of Education for International Understanding, Future of Education for International Understanding, Role of Teacher in Promoting Education for International Understanding, Role of Parents and Community in Promoting Education for International Understanding and So on.
Containing a newly updated version of Oxfam's Curriculum for Global Citizenship, this guide explains how the key skills, values and attitudes, and areas of knowledge and understanding can be developed from ages 3-19. It also provides inspiring case studies and ideas to support the development of global citizenship in all areas of the curriculum and school life.
Global Education and Development Process.pptxDrHafizKosar
Global education is an approach to learning that equips students with the knowledge, skills, and values needed to thrive in an interconnected and interdependent world. It goes beyond traditional education by:
• Focusing on understanding the world's interconnectedness and diversity;
This includes examining global issues like climate change, poverty, and human rights from multiple perspectives.
• Developing critical thinking and problem-solving skills:
Students learn to analyze complex information, make informed decisions, and take action on global challenges.
• Promoting empathy and intercultural understanding:
Global education encourages students to appreciate different cultures and perspectives, and to build relationships with people from around the world.
Key Concepts of Global Education:
• Interconnectedness:
Understanding how local actions have global consequences and how global events impact local communities.
• Diversity:
Appreciating the richness and variety of cultures, perspectives, and experiences around the world.
• Sustainability:
Recognizing the need to protect the environment and ensure a livable future for all.
• Social justice:
Working to create a more equitable and just world for everyone.
• Peace and conflict resolution:
Learning to resolve conflicts peacefully and constructively.
Benefits of Global Education:
• Prepares students for the 21st century:
In today's interconnected world, it is more important than ever for students to understand and interact with people from different cultures.
• Develops critical thinking and problem-solving skills:
Global education challenges students to think critically about complex issues and to find creative solutions.
• Promotes empathy and intercultural understanding:
By learning about different cultures, students develop empathy and understanding for others, which can help to build a more peaceful world.
• Prepares students for global careers:
In today's global economy, there is a growing demand for workers with international experience and skills.Global education can be implemented in a variety of ways, including:
• Integrating global themes into traditional subjects:
For example, a math teacher might use data from around the world to teach about statistics, or a history teacher might compare and contrast different countries' responses to climate change.
• Project-based learning:
Students can work on projects that address global issues, such as designing a sustainable city or creating a campaign to raise awareness about a human rights issue.
• Study abroad programs:
Spending time studying or volunteering in another country can be a transformative experience that helps students develop a global perspective.
• Technology:
Online platforms and virtual exchange programs can connect students with peers from around the world to collaborate on projects and learn from each other.
EDUCATION AND DEVELOPMENT OF PAKISTAN
In 2011-2012, national statistics
Global Education Patterns
The Concept of Globalization
Globalization started in economics but spread to many parts of our lives, like how we work, live, and share ideas. It's like a big change that has affected the whole world, making things different in the way we do stuff.
Cogburn (2000) posits that globalization encompasses profound structural transformations in the production and distribution processes within the global economy. Globalization, a fundamental concept influencing economic, social, and cultural policies, has sparked debates on its merits and drawbacks.
Globalization doesn't just affect buying and making things, or services that everyone uses, like schools. It also changes the way people live and what they value. Often, it makes local cultures similar to a standardized global culture, which can be a lot for them to handle (Kuehn, 1999).
Factors Leading Globalization
Globalization is shaping the world order, affecting social, political, and economic structures. English, used as a first or second language in nearly 100 countries, has become a universal language in media, computer, and trade. Other leading factors of globalization include:
• Increasing global communication via fiber optics, satellite and computer technology
• Integrated and coordinated product design, production, sale
• Increasing numbers of free trade agreements at international level
• Advancement of regulations and standards for trade, finance, work, product and services in whole world
• Financial markets’ giving services during 24 hours everyday
• Increasing numbers of foreign investments in many countries and increasing effects of foreign control on workers (Deniz, 1999).
Benefits of Globalization
1. Conceptual Shifts
2. Information-Intensive Economy
3. Challenges in Education
4. Interdisciplinary Approach
5. Symbol Manipulation Skills
6. Independent Thinking
7. Scientific and Technical Training
8. Addressing Information Age Challenges
9. Exchange of Ideas
10. Technological Integration
The Aim and the Importance of Global Education
The aims and importance of global education are as follows:
Let those who participate education process gain skills of new cultures
Develop the ability of distinguishing intercultural differences
Assist the people criticizing events from global perspective
Explain how different cultures affect the activities of organizations
Help students realize how attitudes are shaped and how they affect the behaviors
Develop the language and harmony skills of the managers who will work in different cultures
Provide the ability of working together with the people coming from different cultures
Develop the skill of multi-sided thinking by causing them gain the cultural sensitivity and experience
Teach how to behave according to cultural differences
Develop the way of thinking from individuality to globosity (Deniz, 1999).
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
International Schools: Bridging Cultures, Nurturing Global Citizensabdulshaikh5253
The world is becoming increasingly interconnected. In a globalized society where borders blur, communication transcends geographical limitations, and people from diverse backgrounds interact on a daily basis
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. INTRODUCTION
The global system is not just an environment within
which particular societies like Indonesia develop
and change.
The social, political and economic connections
which cross cut boarders between countries
decisively condition the fate of those living within
each country.
The increasing term in relation to global education
for the interdependence of world society is
globalization.
According to Anthony Giddens (1992),
Globalization refers to the development of social
and economic relationships stretching worldwide.
3. CONTINUATION
It would be a mistake to think of globalization simply as
a process of the growth of world unity.
Global education should be understood primarily as the
reordering of time and distance in our lives in relation to
learning.
We live in a rapidly shifting era in which economic
opportunities and challenges are bound. Those who are
educated in the new rules of the game stand to do well;
but those who are not will face real and growing
problems. World-wide developments affecting job
expectations, health, physical security, public policy,
communications, investment opportunities, and
immigration and community relations, are changing the
context of our lives, sometimes in very immediate ways.
4. SCHOOLS AND GLOBALIZATION
Today all of us must understand the changes to
which we must respond individually and collectively.
It is not enough to leave the requisite development
of skills to colleges and graduate schools.
The capacity to think and act beyond national and
international contexts cannot be left solely to elites.
Educating our citizenry to participate and succeed
in a globally interconnected world must start in all of
our schools
(David Driscoll, 2006).
5. THE TYPES OF EDUCATION
Before discussing education in a global society, we
need to clarify what is meant by the term education.
A very basic point is that education and schooling are
not synonymous.
Education is a more encompassing concept, referring to
the general process by which a social group, an entire
society or just a family transmits attitudes, beliefs,
behaviours and skills to its members. Within these broad
boundaries, education greatly varies, with educational
scholars typically distinguishing three general categories
of education: formal, nonformal and informal education
(LaBelle, 1976; Kevin J etal, 1990: 96-97).
6. GLOBAL EDUCATION
Global Education is a lens (or perspective) through
which material on the curriculum is viewed.
Teachers employ certain methods, outlined herein,
which allow the students at any age to employ this lens
to illuminate any subject material.
Global Education respects environmental needs, peace
and justice, and human rights for all through positive
ways of reaching out to the students’ peers in
developing countries, and around the world.
It transcends subject matter and age level, and through
focusing on developing global citizens, adds authenticity
to any curriculum.
7. WHY GLOBAL EDUCATION
The challenges today involve forces and activities that
transcend national boundaries.
Trade, finance, business, communications,
entrepreneurial initiatives, ideologies, migration,
environmental and epidemiological events, cultural
movements, and non-governmental systems, no longer
occur solely or even primarily within nations.
To understand these emerging forces and their impact
on our lives we have to be able to think and act globally.
In the last five years a consortium of national
educational and business organizations, led by the Asia
Society, has met on a regular basis to promote the case
for strengthening global education in the nations’ public
schools.
8. GOALS OF EDUCATION IN A GLOBAL SOCIETY
The following are the goals of education in a global
society:
Understanding connections between local and
global affairs,
Ability to work and think in at least one other
language than one’s own,
Ability to understand and respect the cultures of
other peoples,
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
9. STRANDS OF EDUCATION IN A GLOBAL SOCIETY
Global Education can be broken down into four broad strands:
1. Development Education; looks at International
Development programs and the conditions in developing
countries, examines Indonesia’s international role, and
encourages us to address global issues and look critically at
the notion of “development.”
2. Environmental Education; fosters an awareness of and
concern for environmental issues that aid in developing new
patterns of behaviour that will promote environmental
responsibility.
3. Human Rights Education; teaches about civil, political,
economic and social rights, with the goal of promoting social
justice for all.
4. Peace Education; studies war and disarmament, and
encourages movement towards peace both globally and in
the classroom.
10. KEY ASPECTS OF A GLOBAL PERSPECTIVE
Key elements of education within a global
perspective may be used to guide evaluation of
student outcomes and school culture.
The key to this approach, for school administrators
particularly, is:
The development of a curriculum,
Introducing themes and concepts in the primary
years,
Reinforcing the ideas in the junior grades, and
expanding and developing them into the
intermediate and secondary years.
11. IMPORTANT ELEMENTS IN THE GLOBAL
PERSPECTIVE
Thinking and teaching holistically, incorporating learning
from one topic or theme to the next
Celebrating cultural diversity in the classroom, the
school in Indonesia and the world
Encouraging optimism in a troubled world, for society in
general and international development in particular.
Providing opportunities to care for self, for others at
home and abroad, and for the global physical
environment.
Integrating this approach across the curricula increases
the impact.
Teaching critical thinking and problem-solving leads
directly to action.
12. INFUSING A GLOBAL PERSPECTIVE INTO
SCHOOL CURRICULUM
In this era of globalization, most of our countries’
national curriculum frameworks and standards are
necessary to ensure that students demonstrate
competence in literacy, numeracy, and each
country’s national studies.
It is possible for teachers to excite student learning
while developing the requisite global skills by
infusing a global perspective into existing
curriculum frameworks.
13. EXAMPLES OF GLOBAL PERSPECTIVES
Social Studies: Integrating teaching about global
economics into the geography curriculum.
Science/Math: Including relevant global
perspectives and instructional resources in science
and mathematics classes.
Interdisciplinary: Providing mid-year special
interdisciplinary projects or extra-curricular activities
that enable students to become more
knowledgeable about global problems and
possibilities.
Foreign Language: Combining the study of a
second language with teaching about the culture in
which that language functions.
14. CONTINUATION
English/Social Studies: Strengthening comparative
understanding, e.g. by studying linkages between a
country’s and world history or thematic
comparisons in a given country’s literature and
another major literary tradition.
Foreign Language: Giving greater opportunity,
significance and continuity to foreign language
instruction at the middle school and high school
levels. This is one skill set that needs to be started
as early as possible in a student’s education.
English: Studying literature that reflects
cosmopolitan and global views and values.
15. CONTINUATION
Arts: Using art, music, and dance to engage
students in learning about other cultures.
Foreign Languages: Engaging the culturally diverse
groups of students that are found in so many of
today’s classrooms in social studies presentations
and discussions, in foreign language classes, or in
topics discussed in Model UN forums.
16. EDUCATORS SEEKING FOR EFFECTIVE
INSTRUCTIONAL RESOURCES
Educators can capitalize on effective resources from
outside the schools to engage students by:
Utilizing the vast research base available on the
internet.
Engaging in school-to-school and/or peer-based
collaborative projects through appropriate organizations.
For instance, exchange programmes and the Global
Classroom Project etc.
Developing an exchange relationship with a school or
school system in another country (either virtual or real).
Arranging for student study tours or semester study to
abroad
17. SOME EXAMPLES OF HOW PROVINCES OR SCHOOLS
HAVE ENGAGED IN GLOBAL EDUCATION
Indonesia’s student exchange program
Indonesia’s partnership programmes with other
countries like the ADF at UPI, AMNEF and etc.
Universities like UPI have established and
developed links with foreign Universities,
Coordination of International Education
conferences, to promote and support global
education and international school exchanges.
UPI has established standards for international
education and significantly increased enrollments in
world languages and culture exchange
programmes.
18. WHY TEACH WITH A GLOBAL PERSPECTIVE?
Students learn to respect, to value and to celebrate
other cultures.
Students learn about developing and developed
countries and their issues in a positive way.
Students become socially and environmentally
responsible, by learning about their
interdependence with other peoples and species.
19. CONTINUATION
Many Provincial curriculum documents encourage a
global perspective.
Students gain a positive outlook on their role in
making the world a more peaceful and just place
Global Education enriches any curriculum by
clarifying the connections to real life.
(Source: adapted from CHF at www.chf.ca)
20. CONTINUATION
Universities are creating projects to globalize their
curriculums under partnership and consultancy.
Indonesia’s national education department has
developed guidelines to infuse global perspectives
into the study of geography, history, civics and
economics at the elementary, Junior and senior
high schools.
Education teaching guides have been developed to
provide instruction which often includes a global
perspective.
21. CONCLUSION
Curriculum units can be infused with a global
perspective in a myriad of ways. For example,
through using Pike and Selby’s four dimensions of
globality in Pike, G. & Selby, D.,(1999) In The
Global Classroom pp. 12-14.