This document discusses the importance of global learning opportunities for students' education and future success. It argues that global learning needs to be integrated throughout students' learning experiences, including in expanded learning opportunities outside the traditional classroom. These opportunities are well-suited to building global competence through inquiry-based learning, collaboration, and problem-solving. The document recommends policy support for global learning in expanded learning to provide more students engaging opportunities that develop critical skills and prepare them for academic and career success in an increasingly global world.
The Challenges of Educational Transfer and BorrowingSidney Leite
The global economy has opened doors to worldwide travel, the Internet and easy access to information. It is possible to know just about as much (or even more!) about a certain part of the world just by researching via the Internet than it was many years ago by physical travel to that location. This ease of access to information and travel has allowed for an exchange of ideas unparalleled in History, facilitating the emulation of good (or bad) ideas and practices. This copying is known technically as “educational policy borrowing or transfer.”
The future of education and skills Education 2030Peerasak C.
"We are facing unprecedented challenges – social, economic and environmental – driven by accelerating globalisation and a faster rate of technological developments. At the same time, those forces are providing us with myriad new opportunities for human advancement. The future is uncertain and we cannot predict it; but we need to be open and ready for it. The children entering education in 2018 will be young adults in 2030. Schools can prepare them for jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated. It will be a shared responsibility to seize opportunities and find solutions.
To navigate through such uncertainty, students will need to develop curiosity, imagination, resilience and selfregulation; they will need to respect and appreciate the ideas, perspectives and values of others; and they will need to cope with failure and rejection, and to move forward in the face of adversity. Their motivation will be more than getting a good job and a high income; they will also need to care about the well-being of their friends and families, their communities and the planet.
Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own
lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
● How can instructional systems develop these knowledge, skills, attitudes and values effectively?
This position paper describes the first results from this work. The initial framework was reviewed, tested and validated in an iterative process involving a range of stakeholders from around the world. They ensured that the framework is relevant across the globe, consistent with wider policies and can be implemented. We will finalise the framework by the end of 2018. In 2019, we will change gears and begin to explore the translation of the framework into pedagogy, assessment and the design of an instructional system.
Working with policy makers, academic experts, school networks, teachers, education leaders, students and social partners, the framework provides a space in which to exchange ideas, compare proven and promising practices, discover cuttingedge research and contribute to a new ecosystem of learning. If you’d like to join us, please get in touch."
Intercultural Learning from the Inside Out: Supporting Faculty, Staff, and St...CIEE
In this session, we'll explore research on the role of faculty and staff in supporting students’ intercultural learning, and discuss opportunities for intercultural development for education professionals, including training, coaching, and peer-learning groups. We'll share an institutional account of how intercultural training efforts have benefited staff and students. Participants will discuss how they can develop faculty and staff intercultural development programs at their own institutions to create more inclusive and effective programming.
Aiea 2017 intercultural strategies for enhancing campus inclusion and stude...Di Hu(胡迪)
At the AIEA 2017 conference in Washington, DC, Di Hu, co-founder of interEDGE, chaired a session entitled “Intercultural Strategies for Enhancing Campus Inclusion and Student Success.” The session brought together Senior International Officers from Babson College, McDaniel College and Xavier University of Louisiana to share their leadership perspectives and experiences in developing and implementing applying cost-effective, high-impact intercultural strategies to enhance intercultural competence for all student groups including international students.
DUE 5-13-15 NO plagiarismEducation Please respond to the fo.docxjacksnathalie
DUE 5-13-15 NO plagiarism
“Education" Please respond to the following:
Based on the Webtext materials and article below, address the following Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no hig ...
The Challenges of Educational Transfer and BorrowingSidney Leite
The global economy has opened doors to worldwide travel, the Internet and easy access to information. It is possible to know just about as much (or even more!) about a certain part of the world just by researching via the Internet than it was many years ago by physical travel to that location. This ease of access to information and travel has allowed for an exchange of ideas unparalleled in History, facilitating the emulation of good (or bad) ideas and practices. This copying is known technically as “educational policy borrowing or transfer.”
The future of education and skills Education 2030Peerasak C.
"We are facing unprecedented challenges – social, economic and environmental – driven by accelerating globalisation and a faster rate of technological developments. At the same time, those forces are providing us with myriad new opportunities for human advancement. The future is uncertain and we cannot predict it; but we need to be open and ready for it. The children entering education in 2018 will be young adults in 2030. Schools can prepare them for jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated. It will be a shared responsibility to seize opportunities and find solutions.
To navigate through such uncertainty, students will need to develop curiosity, imagination, resilience and selfregulation; they will need to respect and appreciate the ideas, perspectives and values of others; and they will need to cope with failure and rejection, and to move forward in the face of adversity. Their motivation will be more than getting a good job and a high income; they will also need to care about the well-being of their friends and families, their communities and the planet.
Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own
lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
● How can instructional systems develop these knowledge, skills, attitudes and values effectively?
This position paper describes the first results from this work. The initial framework was reviewed, tested and validated in an iterative process involving a range of stakeholders from around the world. They ensured that the framework is relevant across the globe, consistent with wider policies and can be implemented. We will finalise the framework by the end of 2018. In 2019, we will change gears and begin to explore the translation of the framework into pedagogy, assessment and the design of an instructional system.
Working with policy makers, academic experts, school networks, teachers, education leaders, students and social partners, the framework provides a space in which to exchange ideas, compare proven and promising practices, discover cuttingedge research and contribute to a new ecosystem of learning. If you’d like to join us, please get in touch."
Intercultural Learning from the Inside Out: Supporting Faculty, Staff, and St...CIEE
In this session, we'll explore research on the role of faculty and staff in supporting students’ intercultural learning, and discuss opportunities for intercultural development for education professionals, including training, coaching, and peer-learning groups. We'll share an institutional account of how intercultural training efforts have benefited staff and students. Participants will discuss how they can develop faculty and staff intercultural development programs at their own institutions to create more inclusive and effective programming.
Aiea 2017 intercultural strategies for enhancing campus inclusion and stude...Di Hu(胡迪)
At the AIEA 2017 conference in Washington, DC, Di Hu, co-founder of interEDGE, chaired a session entitled “Intercultural Strategies for Enhancing Campus Inclusion and Student Success.” The session brought together Senior International Officers from Babson College, McDaniel College and Xavier University of Louisiana to share their leadership perspectives and experiences in developing and implementing applying cost-effective, high-impact intercultural strategies to enhance intercultural competence for all student groups including international students.
DUE 5-13-15 NO plagiarismEducation Please respond to the fo.docxjacksnathalie
DUE 5-13-15 NO plagiarism
“Education" Please respond to the following:
Based on the Webtext materials and article below, address the following Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no hig ...
Human Education Is A Critical Instrument In Our Lives.mansurali2343
Dubai Schools Al Barsha provides an American Curriculum based on the New York State Education Department – NYSED, leading to an American high-school diploma. Focused on empowering and inspiring students across a variety of abilities and backgrounds. Al Barsha school in Dubai is to offer an American curriculum and provides students with educational and language learning opportunities without compromising on culture.
Education Please respond to the following· Based on the Webte.docxjack60216
"Education" Please respond to the following:
· Based on the Webtext materials and article below, address the following
· Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?DUE 5-9-15Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no higher levels ...
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
Industry 4.0 is changing the Landscape of how we live in this world. And Education is undergoing a Paradigm change to keep up with the changing times. What should India do to change its education system is explained through examples.
Title:Opening the Force of Schooling: A Pathway to Successalizahcheema
"Explore the transformative power of education, as it shapes minds, fosters inclusivity, and
drives sustainable development. Discover pathways to success and societal empowerment."
The Transformative Role of University Education in Shaping Global Citizensanwarkhan45314
The role of universities in shaping individuals into informed, critical thinkers and global citizens is paramount in today's rapidly evolving world. This article explores the multifaceted impact of university education on personal development, societal progress, and global interconnectedness.
Education Systems At Global Education Landscape: Top 9 Similarities And Diffe...Future Education Magazine
Similarities in education systems: 1. Core Subjects and Curriculum 2. Formal Structure 3. Certified Teachers Differences in education systems: 1. Philosophical Approach 2. Grading Systems 3. Length of School Year and School Days
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
The White School International Brocure | Top IB, IGCSE, CBSE School Calicut, ...HiLITEBuildersPvtLtd
The White School International (TWSI) is a highly progressive and enterprising international school in Calicut, Kerala, pledged to provide quality education with emphasis on traditional values. At TWSI, we are re-inventing education by breaking old moulds of thought. This progressive thinking has led to progressive teaching methods and brought about a tremendous change in how education is imparted.
TWSI, a part of HiLITE Group, was founded with a thought to create an institution based on purity and knowledge. With an education system that is designed to be distinctive, innovative, in-depth and insightful, the school provides its students with a holistic education, imparted through caring and dedicated tutors in a contemporary learning ambiance.
TWSI is an international school recognized as an Edexcel International center.
Intentional School min Calicut
Best School in Calicut
IB Schools in Calicut
IB School Kerala
Best IB School India
Global education tries to help students learn the information, skills, and attitudes they need to be good people in the world. Human rights education tries to teach students the skills and knowledge they need to protect human rights.
Then, in today’s world, students who go to college or university need to understand and appreciate the concept of “globalization.” As businesses and industries look for people who can work with people from other countries and cultures, they need more people who can do that. If they need to travel outside of the country to promote their business, they can do so on their own.
Although published in 2006 and referring to official guidance that was in circulation at the time, this guide contains lots of guidance on classroom strategies and practical activities that are every bit as relevant today
Stanford SOCIAL INNOVATIONReviewRedefining Education i.docxwhitneyleman54422
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing
World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many
don’t even finish primary school. In Ghana, for example, only 50 percent of children
complete grade 5, and of those, less than half can comprehend a simple paragraph.
The UNESCO program Education for All, which as part of the Millennium Development
Goals aims to provide free, universal access to primary schooling, has been successful
in dramatically increasing enrollment. But, according to annual Education for All reports,
many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of
schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and
examination fees. And because the quality of education is often poor, parents are
forced to pay for additional tutoring to enable their children to pass tests. Opportunity
costs may be even larger — while they are in school, children forgo opportunities to
produce income working on the family farm or selling in the marketplace. It is not
surprising that when education investments do not result in adequate learning, or even
basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to
secondary school. Job prospects for most people in the developing world are poor, and
staying in school past grade 5, or even through grade 10, does not improve them
significantly. In impoverished regions, the vast majority will not secure formal
employment and will be supported primarily through subsistence level agriculture and
trading. Health outcomes in these regions are also dire. Millions of children die every
year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an
emphasis on math, science, language, and social studies. These programs allocate
scarce resources to topics like Greek mythology, prime numbers, or tectonic plate
movement — topics that may provide intellectual stimulation, but have little relevance in
the lives of impoverished children. High performing students in less developed regions
face a much different future from their counterparts’ in wealthier areas. There are no
higher levels of schooling or professional job opportunities awaiting most of these
1
children; they will likely end up working on family or neighborhood farms or starting their
own small enterprises.
Schooling provides neither the financial literacy students will need to manage the
meager resources under their control, nor the guidance needed to create opportunities
for securing a liv.
Similar to Breakout 2B: Building Global Competency through After-School and Expanded Learning Programs (20)
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Breakout 2B: Building Global Competency through After-School and Expanded Learning Programs
1. Global Learning and Expanded Learning
Opportunities: A Call to Action
In an ever-changing world, young people need to prepare for a far different future than
the world we know now. That preparation should include global learning opportunities
so young people can develop the skills, knowledge, and competencies they will need to be
engaged participants in a global world, and effective workers in a global economy. Global
learning, or the process of developing global competence, needs to be infused throughout
a student’s day, become an essential and integrated part of every aspect of their learning
and development, and occur anytime and anywhere through a range of opportunities and
in a variety of settings.
High-quality expanded learning opportunities (ELOs) are especially conducive to building
global competence because they typically involve inquiry-based, applied learning that
emphasizes collaboration, investigation, and problem-solving. ELOs include afterschool,
before-school, and summer programs that take place in schools, community-based and
faith-based organizations, and cultural institutions and museums. They are perfect
settings in which to try new and innovative approaches to teaching and learning. In fact,
research shows that ELOs play a critical role in the healthy development and educational
achievement of young people.i
Taken together, global learning and ELOs are natural complements to each other
because they develop critical skills and competencies that can inspire and prepare youth
for success academically, in the workplace, and in their communities. Globally focused
programs and ELOs tend to use assets-based approaches to youth development, involve
families and communities, integrate interdisciplinary themes, and explicitly make realworld connections to learning. ELOs can and should play an important role in helping
young people become globally competent. In turn, globally focused organizations can
support the academic, social, emotional, and youth development goals to which ELOs
aspire.
In order to meet the demands of a changing world, we must build a system of learning
supports and policies that values and promotes the importance of global competence
in ELOs. As the world becomes more interconnected, its citizens face similar challenges.
Yet research shows that most American students, and low-income and minority
groups in particular, lag behind their peers in other countries on dimensions of global
learning. These dimensions include skills and knowledge like world geography and
foreign languages, and deeper competencies and dispositions such as critical thinking,
communication, and the ability to understand diverse perspectives.ii
This brief outlines policy recommendations that will build a system that supports global
learning in expanded learning opportunities. They focus on funding, programmatic
alignment, infrastructure and supports, and capacity building. Creating a system based
on these recommendations will provide more young people with engaging global learning
opportunities outside the traditional classroom in support of their academic success and
preparation for college, work, and life.
“Global literacy is
not an extra. It’s not
a frill. It needs to be
an essential part of
public education now
— during the day
and in afterschool
programs.”
— Joan Lombardi, Deputy
Assistant Secretary, Administration
for Children and Families, U.S.
Department of Health and Human
Services
2. What Is Global
Competence?
The Asia Society is the leading
educational organization dedicated to
promoting mutual understanding and
strengthening partnerships among
peoples, leaders, and institutions
in a global context. Asia Society’s
Partnership for Global Learning has
found that afterschool, summer, and
other expanded learning programs
with a global learning framework can
help build program quality, youth
engagement, and the skills that all
young people need to succeed now
and in the future.iii The Partnership’s
framework for global competence,
developed in collaboration with the
Council of Chief State School Officers
(CCSSO) and others, guides NYSAN’s
work. The framework asserts that
globally competent students:
1. INVESTIGATE THE WORLD: young
people ask, explore, and research
critical questions and problems that
are globally significant and relevant in
their own community.
2. WEIGH PERSPECTIVES: young
people are able to communicate their
own perspectives; the perspectives of
other people, groups, or philosophies;
and identify how diverse influences
can affect people’s viewpoints.
3. COMMUNICATE IDEAS: young
people understand that audiences
differ on the basis of culture,
geography, faith, ideology, wealth,
and other factors. They are able to
effectively communicate, verbally and
non-verbally, with diverse audiences.
4. TAKE ACTION: young people view
themselves as change agents and can
envision action based on evidence.
They assess their potential impact,
account for varied perspectives and
consequences to others, and act and
reflect on their actions.
The Value and Impact of Global Learning
Outside the Traditional Classroom
American society is becoming more linguistically and culturally diverse. In
2006, minority student enrollment in public schools rose to 43 percent
of the total student population – up from 35 percent a decade earlier. iv
Currently, one in five jobs in this country is tied to international trade and
requires a cultural understanding and tolerance.v Global learning is not just
about identifying countries correctly on a map, but about the underlying
dynamics of the world and the importance of drawing connections between
issues, people, and places to become successful citizens at home.
Globally focused learning opportunities in afterschool and
expanded learning programs hold great promise because they:
»»Enhance academic achievement.
Globally-focused programming encourages student learning through
inquiry and investigation that leads to deeper understanding of the issues
of importance while constructing new knowledge. It reflects both skills
and content young people need to be successful in school, stay on track
to high school graduation, and be fully prepared for college or career.vi
Global learning opportunities also ask students to put their learning into
action. Applying newfound knowledge and skills in this way helps young
people connect to – and improve – their communities while simultaneously
supporting cognitive development as learners build, apply, and retain
knowledge.vii
»»Complement and deepen school-day learning.
There are many links between global learning and the school curricula.
For example, despite research that suggests second language learning is
associated with enhanced cognitive development, higher-order thinking,
and creativity, American students are relatively ill-prepared in this area.viii As
fewer schools offer foreign language options, ELOs are appropriate settings
to incorporate second language learning that align with and enhance
academic goals. In addition, science, technology, engineering, and math
(STEM) are natural disciplines through which to explore global issues and
build global competence as they offer many opportunities to investigate
local issues that have global implications – from the economy to the
environment – and vice versa.
»»Build the 21st century skills young people need for a 21st century
world.
Up to 85 percent of jobs in the American economy are classified as
“skilled,” and require a range of competencies that include professionalism,
communication, teamwork, collaboration, critical thinking, and problem
solving.ix Yet research shows that the majority of workers often need
significant support to develop the competencies their workplaces and
employers need.x Building these skills are strengths of ELOs and dovetail
with high-quality globally focused programs. ELOs promote teamwork
and collaboration, and encourage students with diverse backgrounds to
learn how to effectively communicate with one another in order to solve a
problem, which have been identified by employers as critical to workplace
success. Furthermore, ELOs are a great opportunity to partner with local
businesses to connect students with professionals in a range of fields in
order to build skills, career readiness, and connections for future work.
3. »»Spark interest and engagement.
Engagement in learning is critical to supporting student
success and is highly correlated to high school graduation
rates. Global learning should start in early care and
learning programs and continue throughout the educational
experience. ELOs can play important roles in engaging
students who might otherwise drop out of school. Infusing
global learning into ELOs provide youth with real world
learning opportunities that can spark curiosity about the
world, confidence in relating their knowledge and skills to realworld situations, and a passion for learning about the local and
global issues important to them.
and civic engagement. Teenagers work with advisors to
convene the larger community around global issues. YMCA
Global Teens is a leadership development and service learning
program that engages teenagers in a year-long exploration
of global issues through inquiry-based learning and a YMCAdeveloped Global Teens Training curriculum. Young people
conduct research and service learning projects, and collaborate
with partner YMCAs around the world to work on social issues
of global and local significance. The program culminates in
an international travel experience hosted by YMCAs in other
countries. For more information, visit www.ymcanyc.org.
»»Develop actionable understanding of the global context
to foster positive identity.
Global learning provides the opportunity to develop
active citizenship; inform youth about human, legal, and
environmental rights; and cultivate a sense of collective
responsibility toward one another in local communities
and around the world. ELOs can support appreciation for
multiple perspectives and cross-cultural differences. A focus
on culture, issues of global significance, and/or language can
help all students not only feel valued and validated, but also
see themselves as actors rather than bystanders on the global
stage.
»» The Glen Cove Youth Bureau After 3 Program offers students
the opportunity to be engaged in global learning and cultural
experience and diversity. The program, located in Glen Cove,
Long Island, provides students with the opportunity to learn
and become accustomed to cultures, traditions, and habitats
throughout the world by incorporating the class Geography
and Culture into its curriculum. The program taps school
day teachers (in addition to Youth Bureau staff and other
community partners such as the local Senior Center) in order
to create strong links between school day instruction and the
afterschool program which facilitates deeper learning through
project-based activities. Content includes a focus on art,
dance, music, cooking, yoga, and an International Quilt Project.
For more information, visit www.glencove-li.com.
Promising Practices in Global
Learning
»» New Global Citizens is an organization that works to inspire
youth across the country to become engaged global citizens
through their afterschool programs in middle and high schools.
Since 2007, New Global Citizens (NGC) has sponsored 306 high
school afterschool programs in 14 states. Students form a
team, learn about NGC’s 10 Global Issues, select a NGC-vetted
Global Project organization they want to support throughout
the year, and conduct a global policy project focused on
educating their school and community. The approach relies on
student leadership as teams build knowledge and awareness,
advocate to local, national and international leaders, and raise
funds to contribute to their Global Projects. NGC supports
teams through a curriculum, online lessons and activities,
and staff support. The organization reports positive impacts
on measures of knowledge of global issues, leadership, selfefficacy, and civic engagement. For more information, visit
www.newglobalcitizens.org.
»» The International YMCA, a branch of the YMCA of Greater
New York, runs several programs committed to global learning.
The International YMCA Leaders Club empowers young people
in New York City toward service to others on a local, national
and global scale, while promoting international awareness
»» The Global Language Project (GLP) is a nonprofit organization
that strives to equip young people with the skills they
need for a globalized world and workforce. GLP’s free and
comprehensive language training program, Speak to Succeed,
helps elementary school students achieve proficiency in a
language other than English. Offering language instruction
in Spanish, Mandarin, and Arabic during and after school as
well as on weekends, GLP developed a unique curriculum
that leverages classroom activities so that the students’
use of a language is a vehicle to accomplish a goal, typically
with a global focus, rather than only an end in itself. Each
student must commit to learning one foreign language with
GLP through their eighth-grade year, as well as to attend
GLP’s 60 minutes of instruction two to three days per week
during the school year. For more information, visit www.
globallanguageproject.org.
Preparing the next generation of students for the challenges
of a diverse and globally inter-connected world is a local, state,
and national challenge. Increasingly, policymakers, businesses,
educators, parents, and the general public are recognizing
the importance of preparing students to become globally
competent. Expanding opportunities in these ways will
inspire, engage, and prepare young people in pursuit of the
competencies, skills, and knowledge all of them need to learn
from and contribute to a global society.
4. Policy Recommendations
In order to create a system that promotes and improves global learning opportunities and global competence for youth outside
the classroom, NYSAN recommends the following:
Funding for ELOs should encourage globally focused programming.
»» Requests for Proposals (RFPs) – for example, the 21st
Century Community Learning Centers (CCLC) – should
encourage program design to infuse global learning
approaches.
»» Programs should be encouraged to tap community
organizations with a global learning focus as partners.
»» Funders should encourage programs they work with to
assess, and consider partnering with, organizations that can
provide global learning experiences within programs.
Help schools and ELOs understand how global learning
aligns with and supports their practice.
»» Create explicit links between social/emotional
development, global competence, and the content
and academic skills required for improving academic
achievement.
»» Create partnerships between schools and ELOs, particularly
around filling gaps in the school day curriculum with globallyfocused programming (such as language learning, globallyfocused STEM learning, or youth-centered inquiry-based
learning) that are particularly conducive to afterschool and
expanded learning settings.
Create infrastructure and systems to link individuals and
organizations with expertise in global learning with ELOs.
»» Identify globally-focused talent pools – from STEM
professionals to higher education faculty to Returned Peace
Corps Volunteers – to bring global expertise to expanded
learning programs.
»» Invest in digital media and technology to connect young
people to each other, to programs, and to organizations that
focus on global learning or issues of global importance.
»» Integrate global learning resources into new or existing
databases and information systems so that ELOs can access
resources, tools, people, organizations, or affinity groups that
have a specific focus on global learning and international
education.
Invest in capacity building strategies for ELOs to infuse
and/or build globally-focused programs.
»» Document and share best practice exemplars that are
creating, infusing, and sustaining school-linked,
globally-focused expanded learning programs in a
variety of settings.
»» Provide expanded learning programs with technical
assistance and other supports to build their ability to make
the global local and to make the local global.
»» Identify and support professional development
opportunities with a global learning focus.
»» Encourage programs to use global learning self-assessment
tools, resources, and frameworks.
Endnotes
National Geographic-Roper Public Affairs. (2006). 2006 Geographic Literacy Study. Retrieved
from http://www.nationalgeographic.com/roper2006/pdf/FINALReport2006GeogLitsurvey.
pdf.
i
Remarks by Angel Gurría, OECD Secretary-General. Presentation of the PISA
2010 Results. Retrieved from http://www.oecd.org/document/7/0,3746,
en_21571361_44315115_46635719_1_1_1_1,00.html
Bouffard, S., Deschenes, S., Little, P., Malone, H., & Weiss, H., (2009). The Federal Role in
Out-of-School Learning: After-School, Summer Learning, and Family Involvement as Critical
Learning Supports. Washington, DC: Harvard Family Research Project.
ii
Veronica Boix Mansilla and Anthony Jackson. Asia Society: Partnership for Global Learning
and Council of Chief State School Officers (CCSSO). (2011). Educating for Global Competence:
Preparing Youth to Engage the World. Retrieved from http://dpi.wi.gov/cal/pdf/book-globalcompetence.pdf
iii
National Education Association. (2010). Global Competence Is a 21st Century Imperative.
Retrieved from http://www.nea.org/assets/docs/HE/PB28A_Global_Competence11.pdf
iv
U.S. Census Bureau. (2005). Exports from manufacturing establishments. U.S. Department
of commerce, Washington, DC. Retrieved from www.census.gov/mcd/exports/arp05.pdf
v
Thirteen Ed Online. (2004). Workshop: Inquiry Based Learning. Retrieved from http://www.
thirteen.org/edonline/concept2class/inquiry/index.html
vii
Wentzel, K., (1991). Social Competence at School: Relation between Social Responsibility
and Academic Achievement. University of Illinois: Review of Educational Research
vii
National Education Association. (2010). Global Competence Is a 21st Century Imperative.
Retrieved from http://www.nea.org/assets/docs/HE/PB28A_Global_Competence11.pdf
viii
Harth, C. (2012). Global Studies Foundation Fact Sheet 1: The State of Global Studies in
the United States. Retrieved from http://www.globalstudiesfoundation.org/publications.
cfm?id=2
ix
Harth, C. (2012). Global Studies Foundation Fact Sheet 1: The State of Global Studies in
the United States. Retrieved from http://www.globalstudiesfoundation.org/publications.
cfm?id=2
x
The New York State Afterschool Network (NYSAN) is a public-private partnership dedicated to promoting young people’s
safety, learning, and healthy development by increasing the quality and availability of programs available outside the
traditional classroom. The positions taken and statements set forth in this document do not necessarily represent the
views of all NYSAN members. For a copy of this and other NYSAN publications, visit www.nysan.org.
NYSAN would like to thank the C.S. Mott Foundation, the Wallace Foundation, and the Longview Foundation for their generous support that
made this policy brief possible. Thanks also to NYSAN partner organizations for their input and review of this document, and to the other
statewide afterschool networks focused on global learning in Connecticut, Georgia, Ohio, and Washington for their expertise in developing the
content of this brief.
NYSAN ■ 1440 Broadway, 16th Floor, New York, NY 10018 ■ www.nysan.org
6. Afterschool and Expanded Learning Tools and Resources
Resource
Description
Link
Expanding Horizons: Afterschool
and Global Learning
This short video shows examples of using afterschool and summer
programs to develop global citizens.
http://asiasociety.org/video/education/expandinghorizons-afterschool-and-global-learning-short
Expanding Horizons Toolkit
This toolkit provides activities and tools that help trainers and
professional development providers build the capacity of staff to
integrate global learning into their work with youth.
http://asiasociety.org/files/afterschoolehdirectors.zip
Expanding Horizons Website
This website breaks down steps from the Expanded Horizons Toolkit
for Program Directors
http://sites.asiasociety.org/expandedlearning/userg
uide/?page_id=10
How Global Afterschool Programs
Can Support Common Core State
Standards
This website shows how afterschool programs can support the
CCSS. This is a useful resource for planning and for advocating for a
program.
http://asiasociety.org/education/afterschool/howglobal-afterschool-programs-can-support-commoncore-state-standards
Asia Society on Afterschool
Resources available on this website range from funding sources for
afterschool to a Steps to Success guide for global learning.
http://asiasociety.org/education/afterschool/term
New York State’s Global Learning
Guide: Exploring the World
Afterschool
This is an activity-based curriculum that was developed to help
afterschool educators address the growing opportunities and
challenges that face our world, our communities, and our young
people in today’s global context.
http://www.nyscenterforschoolsafety.org/files/files
ystem/nysgloballearningguide.pdf
Global Learning in Afterschool SelfAssessment Tool
This tool integrates with the Afterschool Program Quality SelfAssessment (QSA) Tool and allows programs to assess themselves
on their integration of global learning.
http://sites.asiasociety.org/pgl2010/wpcontent/uploads/2010/08/afterschoolassessment.pdf
Afterschool Program Quality SelfAssessment (QSA) Tool
This 10-point framework of quality indicators guides program
stakeholders in reflecting on all aspects of program activities and
operation and planning for continuous program improvement.
http://www.nysan.org/section/quality/qsa
Global Concerns Classroom – How
to Start A Club Guide
Practical guide on how to start a Global Concerns club, co-written
by a former high school club leader.
http://gcc.concernusa.org/media/pdf/How_to_Start
_a_Club_Guide.pdf
Global Concerns Classroom 2013-14
Club Activity Guide
Suggested activity guide for 2013-14 school year with monthly
themed activities and suggestions for students taking action.
Available upon request, email
global.concerns@concern.net
Global Concerns Classroom Blog
Features articles written by Global Concerns club members on
school activities, campaigns, and fundraisers. Also features the GCC
Student Leadership Core and annual field visit.
http://gccblogs.concernusa.org/category/globalconcerns-clubs/