The document discusses global education and how schools can better incorporate global perspectives. It introduces the Global Learning Centre (GLC) which supports schools through professional development, resources, and consultation. The GLC helps schools align their teaching with the principles of global education in the Australian Curriculum. It provides various examples of how schools can teach global topics across subjects like English, math, science, and geography. The document advocates for a whole-school approach to global learning centered around themes of social justice, sustainability, and global citizenship.
How lifelong learning shapes sustainable developmentRika Yorozu
Presented in the International Seminar on Empowering Community Learning Centers in Enhancing Learning Society through Education for Sustainable Development (Jakarta, Indonesia, 2 – 5 September 2014)
INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: A KEYNOTE DISCOURSE TANKO AHMED fwc
The new Sustainable Development Goal No. 4 upholds inclusive education as indisputable platform for sustainable development. This keynote discourse addresses the importance of inclusive education for sustainable development to experts, practitioners, policy makers and beneficiaries. The paper keys into current literature trend and extends the motto of the Inclusive Community Education Development Association: ‘community is the answer’ with the rider, ‘what is the question?’. Traditional challenges posed by rigid conceptual and theoretical approaches to education for sustainable development are moderated with available navigational tools for practitioners in support of the current agenda on outreach plans, policies and projects. The way forward includes sense for purpose, mapping new paths, innovative dialogue, strengthening of policies, clear strategies and advocacy. Recommendations proffered include the need to alleviate challenges and utilize opportunities in the implementation of conventions, policies and programmes on inclusive education for sustainable development.
The Four Pillars of Education PPT by Rowel Alfonso
"Learning the Treasure Within", the report of the International Commission on Education for the Twenty-first Century, chaired by Jacques Delors, and published by UNESCO in 1996 provides new insights into education for the 21st Century. It stresses that each individual must be equipped to seize learning opportunities throughout life, both to broaden his/her knowledge, skills and attitudes, and adapt to changing, complex and interdependent world.
After studying this chapter, you should be able to:
-identify the four pillars of education;
-create learning opportunities guided by the four pillars education;
-develop an awareness of the importance of living in -harmony with each other and with environment; and
-create an awareness of the solidarity of mankind regardless of race, religion, and culture.
Dr Yusef Sayed from University of Sussex discusses the role of teachers in peacebuilding as part of a seminar discussing the role of education in peacebuilding, at Sussex University, 15th December 2014.
Workshop with Teachers: Global Citizenship Education Dina Desveaux
The following presentation is a sample workshop I developed for teachers-in-training. Topics: children's rights, global citizenship education and rights-respecting schools. There are links to videos that offer inspiration & hope for teachers and youth.
How lifelong learning shapes sustainable developmentRika Yorozu
Presented in the International Seminar on Empowering Community Learning Centers in Enhancing Learning Society through Education for Sustainable Development (Jakarta, Indonesia, 2 – 5 September 2014)
INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: A KEYNOTE DISCOURSE TANKO AHMED fwc
The new Sustainable Development Goal No. 4 upholds inclusive education as indisputable platform for sustainable development. This keynote discourse addresses the importance of inclusive education for sustainable development to experts, practitioners, policy makers and beneficiaries. The paper keys into current literature trend and extends the motto of the Inclusive Community Education Development Association: ‘community is the answer’ with the rider, ‘what is the question?’. Traditional challenges posed by rigid conceptual and theoretical approaches to education for sustainable development are moderated with available navigational tools for practitioners in support of the current agenda on outreach plans, policies and projects. The way forward includes sense for purpose, mapping new paths, innovative dialogue, strengthening of policies, clear strategies and advocacy. Recommendations proffered include the need to alleviate challenges and utilize opportunities in the implementation of conventions, policies and programmes on inclusive education for sustainable development.
The Four Pillars of Education PPT by Rowel Alfonso
"Learning the Treasure Within", the report of the International Commission on Education for the Twenty-first Century, chaired by Jacques Delors, and published by UNESCO in 1996 provides new insights into education for the 21st Century. It stresses that each individual must be equipped to seize learning opportunities throughout life, both to broaden his/her knowledge, skills and attitudes, and adapt to changing, complex and interdependent world.
After studying this chapter, you should be able to:
-identify the four pillars of education;
-create learning opportunities guided by the four pillars education;
-develop an awareness of the importance of living in -harmony with each other and with environment; and
-create an awareness of the solidarity of mankind regardless of race, religion, and culture.
Dr Yusef Sayed from University of Sussex discusses the role of teachers in peacebuilding as part of a seminar discussing the role of education in peacebuilding, at Sussex University, 15th December 2014.
Workshop with Teachers: Global Citizenship Education Dina Desveaux
The following presentation is a sample workshop I developed for teachers-in-training. Topics: children's rights, global citizenship education and rights-respecting schools. There are links to videos that offer inspiration & hope for teachers and youth.
“Educação para a Cidadania Global” - Cecilia BarbieriEditora Moderna
Cecilia Barbieri, especialista sênior do Escritório Regional de Educação para a América Latina e o Caribe (OREALC/UNESCO Santiago), apresenta os conceitos de Educação para a Cidadania Global no contexto latino-americano.
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.
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
BCE Curriculum Support Teacher meeting
1.
2. Global Education in the Australian
Curriculum
& the Religious Education Curriculum,
Archdiocese of Brisbane (2013)
• Introduce the Global Learning Centre (GLC)
and Global Education Project (GEP).
• The GLC considers how it could support
CST’s.
• Where to from here?
3. How globally engaged is
your school???
• Take a look at the checklist from the
document, Global Perspectives: a framework
for global education in Australian schools.
• Decide with your neighbour how effectively
your school embraces the principles of global
education.
4. ...we cannot fully understand life today in our own communities
unless we set this in the wider global context.
What happens elsewhere in the world constantly impacts on
our daily lives whether this is international finance, food,
fashion, crime, the weather or popular music.
(Hicks and Holden, 2007:4)
5. One of the tasks of the progressive educator,
according to Paulo Freire, is to unveil
opportunities for hope, no matter what the
obstacles might be (1994:9).
6. What is the GLC?
• Not-for-profit community based organisation
• Founded in 1986 as the Queensland Development Education Centre
• Focused on social justice, peace and ecological sustainability
Staff
• Coordinator
• 2 Education
Consultants
• Teacher Librarian
• Administration/Fina
nce Officer
Management Committee
• Chair (Jim Tunstall)
• Vice Chair (Ian Demack)
• Secretary (Barbara
Henderson)
• Treasurer (Lorraine
Dinsey)
• Members:
• Adele Rice
• Christine Ludwig
• Rob Gilbert
• Lyn Martinez
• Phil Standen
History
Key educators :
• Brian Hoepper
• Drew Hutton
• John Fien
Contracted to deliver the
Global Education Project
from 1994 - 2014
8. The Framework
The framework for global
education outlines the
values, knowledge,
skills, and opportunities
for action within five
interconnected learning
emphases and their
encompassing spatial
and temporal
dimensions.
(Quittner and Sturak, 2008:5)
9. How is global education best taught in the
classroom?
What type of pedagogy should be used?
Any understanding of the contemporary world needs to
be based in:
• participatory and experiential ways of teaching and
learning,
• involve the head and heart (cognitive and affective)
and
• the personal and political (values clarification and
political literacy).
It needs to draw on the learner’s direct or simulated
experience and it requires the development of;
interpersonal, discussion and critical thinking skills, as
well as skills of participation and action.
(Hicks and Holden, 2007:27)
10. For Edmund O’Sullivan, global
education provides the
necessary, radical change in
perspective within educational
institutions to deal with the
magnitude of the problems that
we are currently facing at a
planetary level (1991:65).
Transformative learning involves experiencing a deep,
structural shift in the basic premises of thought, feeling,
and actions. It is a shift of consciousness that
dramatically and permanently alters our way of being in
the world (O’Sullivan, 2002:11).
11. A global citizen is one who:
• is aware of the wider
world, shares a sense
of community and has a
sense of their own role
as a world citizen;
• respects and values
diversity;
• is willing to act to
create a future where
the rights of all people,
social justice and
sustainability are more
secure;
• is willing to take
responsibility for their
actions.
12. The Melbourne Declaration on
Educational Goals for young
Australians
Global integration and
international mobility have
increased rapidly in the last
decade. As a consequence,
new and exciting
opportunities for Australians
are emerging. This heightens
the need to nurture an
appreciation of and respect
for social, cultural and
religious diversity, and a
sense of global citizenship.
(Preamble)
13. Goal 2: All young Australians become
successful learners, confident and creative
individuals, and informed citizens
2008 Melbourne Declaration on Educational Goals for Young Australians.
14. The Australian Curriculum
P-10
• English, Mathematics Science, History
• Geography, Languages, The Arts
• Health and Physical Education, Design
and Technology,
Economics/Business/Civics and
Citizenship
15. Cross-curriculum Priorities
– Aboriginal and Torres Strait Islander
Histories and Cultures
– Asia and Australia’s Engagement with
Asia
– Sustainability
16. General Capabilities
literacy
numeracy
ICT competence
critical and creative thinking
personal and social competence
ethical behaviour
intercultural understanding
19. The Religious Life of the School P-12: Social Action
and Justice
To some, making a commitment to
social justice means that we must
add a whole new program to an
already to an already overcrowded
curriculum.
We need not choose between
academic achievement and a
positive school climate as though
these were incompatible or
antagonistic goals.
In reality, however, there are
teachable moments for social justice
everywhere, and a teacher who is
primed and committed to noticing
and responding to such moments can
infuse values about belonging,
right treatment, and justice
throughout the day (Sapon- Shevin,
2010:4).
21. Social Action and Justice
Applying social action and justice requires two important
dispositions: empathy (the capacity to stand in the shoes of
another) and solidarity (the capacity to walk with another).
Catholic and ecumenical schools work to build these dispositions in
students through programs for service learning, social justice
programs and outreach experiences.
Social action and justice in schools have a particular connection with
knowledge and skills from the social sciences. Foundational to the
social sciences are: notions of continuity and change; democratic
process; participation; stewardship; sustainability; peace; justice;
cultural diversity; inclusion; power; resources and social systems.
Schools plan, implement and reflect upon experiences of social action
and justice, drawing on the social sciences, scripture and
Catholic social teaching.
(Source: http://www.rec.bne.catholic.edu.au)
23. Action for Justice
Catholic and ecumenical schools are encouraged to
incorporate service learning into their curriculum.
Service learning involves deepening one’s understanding of
the scriptural foundations and meaning of Christian service
and how Christian service is exercised in a practical way as a
response to identified social issues and areas of need.
Christian service includes active engagement in outreach
and immersion experiences that benefit both those engaging
in Christian service and those receiving such service.
(Source: http://www.rec.bne.catholic.edu.au)
24. St Patrick’s College Shorncliffe
• In 2010, St Patrick’s College Shorncliffe made a commitment
to embedding the A Framework for Educating for Justice
and Peace across the curriculum and sought guidance and
resource support from the GLC.
• The GLC worked closely with Mark Ellison, the College’s
Curriculum Leader - Justice and Peace, to promote a program
which aligns with the Cross-curriculum Priorities (CCP’s) and
General Capabilities (particularly critical and creative thinking,
personal and social capability, ethical behavior, intercultural
understanding) found in the Australian Curriculum.
• In addition to the Key Learning Areas, the CCP’S and General
Capabilities are vital to enabling the vision set down in the
Declaration and are a focus for educating for peace and
justice.
25. A commonality of vision
1. Melbourne Declaration on Educational Goals for Young
Australians
2. Charter for Catholic Schools in the Edmund Rice
Tradition
3. Edmund Rice Framework for Educating for Justice and
Peace
4. ACARA Cross Curriculum Priorities and General
Capabilities
Supporting the delivery of this commonality of vision…
Global Perspectives: A framework for global
education in Australian schools
26. Deeper engagement through a whole-of-school
approach. The GLC’s deeper engagement package can
benefit your school by:
• Providing critical support to school leaders and staff
to develop a common understanding and shared
vision for a whole-school approach to global
education;
• Auditing and assessing school teaching programs to
assist their alignment with the principles of global
education, the Australian Curriculum, a school’s
pedagogical framework and relevant standards;
• Planning together with teams to develop globally
responsive units that align with the Australian
Curriculum and enhance a school’s pedagogical
framework. The GLC can support teachers to make
these connections, increase their own knowledge of
global issues, and build capacity using a repertoire
of contemporary and practical classroom strategies.
27. What resources are available to
support a social action and justice
agenda in order to develop the
global citizen in my classroom???
28. Global
Learning
Centre
Library
Physical
Collection
Digital/Online
Collection
Education
Consultants
34. Australian Curriculum Maths
Year 7
Number and Algebra Strand - Money and financial
mathematics
• Investigate and calculate 'best buys', with and without
digital technologies (ACMNA174)
Statistics and Probability Strand - Data
representation and interpretation
• Construct and compare a range of data displays
including stem-and-leaf plots and dot plots (ACMSP170)
(Food For All page 30-31)
35. Australian Curriculum Maths
Year 3 &4
Using picture books to develop mathematical understanding, fluency,
problem solving and reasoning
36. Australian Curriculum Science
Year 5
Science Understanding - Biological sciences.
• Living things have structural features and adaptations that help
them to survive in their environment (ACSSU043)
Science as a Human Endeavour - Use and influence of
science.
• Scientific understandings, discoveries and inventions are used
to solve problems that directly affect peoples’ lives (ACSHE083)
Science Inquiry Skills - Questioning and predicting.
• With guidance, pose questions to clarify practical problems or
inform a scientific investigation, and predict what the findings of
an investigation might be (ACSIS231)
(Lifting the Lid, page 22-27)
38. Australian Curriculum Science
Year 2
Science Understanding – Chemical sciences
• Different materials can be combined, including by mixing, for
a particular purpose (ACSSU031)
Science as a Human Endeavour - Nature and development
of science
• Science involves asking questions about, and describing
changes in, objects and events (ACSHE034)
Science as a Human Endeavour - Use and influence of
science
• People use science in their daily lives, including when caring
for their environment and living things (ACSHE035)
• Science Inquiry Skills - Questioning and predicting
Planning and conducting - Processing and analysing data
and information –Evaluating-Communicating
41. Australian Curriculum English:
Content Strands
Three interrelated strands-language,
literature and
literacy.
Literature strand-
Texts should be drawn from a
range of cultural contexts,
including Australian (ATSI) and
international literature (including
from Asia).
42. What do we mean by Global
Literature?
Literature that honors and celebrates diversity, both
within and outside Australia, in terms of culture, race,
ethnicity, language, religion, social and economic status
and physical and intellectual ability.
Literature representative of:
• Differing perspectives on issues and events
• Themes that can be compared and contrasted across
a set of related books
• Various genres (picture books, poetry, folklore
historical fiction, non fiction, biography)
• Non fiction that provides factual information about
people and their way of life.
(Adapted from Hadaway & McKenna, 2007:10)
43. The goal…
A window onto lives and experiences
different from the reader’s own.
A mirror reflecting the reader’s own cultural
values, attitudes, and behaviours.
(adapted from Hadaway & McKenna, 2007:1)
44.
45. Australian Curriculum English
Year 6
Language Strand – Expressing and developing ideas
• Identify and explain how analytical images like figures, tables,
diagrams, maps and graphs contribute to our understanding of
verbal information in factual and persuasive texts
(ACELA1524)
Literature Strand - Responding to literature
• Analyse and evaluate similarities and differences in texts on
similar topics, themes or plots (ACELT1614)
Literacy Strand - Interacting with others
• Participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments,
sharing and evaluating information, experiences and opinions
(ACELY1709)
Developing Global Citizens DVD, Unit 5&6 - Peace Building
46.
47. NEWS FLASH
Global Words: English for Global Education
Three new units addressing the CCP Asia and
Australia’s Engagement with Asia.
All are integrated with the new Australian
Curriculum: Geography.
48. Celebrating the global perspectives in the
Australian Geography curriculum.
The GLC is currently offering 6 workshops for primary
and secondary educators:
• Introducing a world of wonder in P-10
Geography.
• Using children's fiction to introduce globe and
mapping skills to primary students.
• Bio-piracy or Bio-prospecting in Year 10
Geography.
• Geographies of Human Wellbeing in Year 10
Geography.
• Using global resources to enhance
geographical thinking for P-10 students.
• Teaching about other countries p-10.
49. Bridging the Gap
Snapshot Woodridge SS (2013)
• 49% Language Background Other
Than English
• 10% Indigenous
• 30+ nationalities
• 735 students
• ICSEA (Index of Community
Socio-Educational Advantage)
834
• Distribution of students 82%
bottom quarter/0% top quarter
• PL in Global Citizenship,
Geography & teaching
controversial issues (1 full-day, 2
x 2.5hrs follow-up)
• Ongoing professional support
• Library resources
Snapshot St Joseph’s Gregory
Terrace (2013)
• 1% Language Background
Other Than English
• 0% Indigenous
• 1200 students
• ICSEA 1145
• Distribution of students 1%
bottom quarter/68% top quarter
• PL in Global Perspectives in
Geography (1 day Geography
PD, Primary and Secondary
2.5hrs)
• Ongoing professional support
• Library resources
50. ‘I just want to let you know that you've been doing
a great job inspiring and helping teachers to
understand and appreciate the importance of
global education through geography. Your
institution is highly valuable, as many of us need
support from you in terms of expertise on the
subject area and resources to share. Your
presentation made me aware of its true essence.’
Primary Teacher, Woodridge SS
51. Civics and Citizenship Education
workshops under development...
The GLC will support your school to:
• Tailor a civics and citizenship program to suit your
school community;
• Utilise global education resources and strategies in
which to explore and celebrate the important civics
and citizenship values of multiculturalism within
your school community and the role of local and
global citizenship;
• Evaluate and improve civics and citizenship
education in your school and to reflect on teacher
practice.
53. Some thoughts about the how the GLC
could support CST’s.
• Provide upcoming PD information for circulation
amongst staff (host a GLC & CST’s network via
email/twitter/FB).
• Support CST’s with in- house planning sessions e.g.
deliver specialist workshops or plan with CST’s to
deliver own.
• Support CST’s with twilight sessions e.g. planning
part there of and or delivery.
• Support CST’s in Action Learning Projects with PD.