Dr. Jorge Nelson invites all teachers to observe how leadership can support innovative teaching methods focused on five core competencies: worldview, emotional intelligence, balanced academics, creativity, and technology. Participants will learn about and practice current teaching trends presented by educational leaders. The document discusses each of the five competencies in depth and how they can be incorporated into project-based learning and developing lifelong learners.
Development education aims to upgrade the educational system by increasing awareness of global issues and promoting local and global citizenship. It emphasizes critical thinking, experiential learning, and participative methodologies. Development education seeks to engage students in analysis and reflection to take self-directed action on issues of injustice and poverty. While development education challenges assumptions, one goal is to inform and raise awareness to help students decide how to support greater justice. The process focuses on inquiry, discussion, and debate to continuously improve and develop a more holistic educational system.
Moonshots in Education - Dr. Taddy BlecherSUCanadaSummit
Taddy Blecher believes it's not just time to change our education system, but it's time to change education by creating a new system that capitalizes on technology and capability.
The document discusses five core competencies - World view, Emotional intelligence, Academics in balance, Creativity and Technology (WE ACT) - that are important for students to thrive. It provides definitions and learner understandings for each competency. World view involves understanding global issues and responsibility. Emotional intelligence comprises self-awareness and social skills. Academics in balance focuses on project-based learning across subjects. Creativity cultivates imagination. Technology is a tool to enhance learning. The document advocates applying these competencies through a balanced, student-centered educational approach.
The document summarizes Dr. Jorge Nelson's philosophy of education, which focuses on developing five core competencies in students: world view, emotional intelligence, academics in balance, creativity, and technology. Teachers will observe educational leaders presenting on methods to teach these competencies, which include understanding global issues, self-awareness, lifelong learning, generating new ideas, and using technology as a tool. The document also discusses balancing subject areas, project-based learning, and adapting instruction to individual students' needs and styles.
The document discusses leading innovation in education through various means such as transforming leadership styles, cultivating innovator mindsets in students and schools, and project-based learning. It outlines the need for 21st century skills like critical thinking, communication, collaboration, and creativity. Effective innovation leadership requires synthesizing different approaches to influence others and produce new ideas. Schools are transforming by adopting frameworks focused on evidence-based learning and challenging students to think differently.
1. The document discusses the need for educational leaders to shift higher education institutions to a new paradigm to address changing trends and ensure future quality and relevance.
2. It proposes developing students' contextualized multiple intelligences through globalization, localization, and individualization of education to prepare them for the future.
3. Educational leaders must embrace the "leapfrog theory" to continuously develop their competencies, rethink curriculum and systems, and build top-notch institutions that can adapt to dynamic environments through courageous change.
Dr. Jorge Nelson invites all teachers to observe how leadership can support innovative teaching methods focused on five core competencies: worldview, emotional intelligence, balanced academics, creativity, and technology. Participants will learn about and practice current teaching trends presented by educational leaders. The document discusses each of the five competencies in depth and how they can be incorporated into project-based learning and developing lifelong learners.
Development education aims to upgrade the educational system by increasing awareness of global issues and promoting local and global citizenship. It emphasizes critical thinking, experiential learning, and participative methodologies. Development education seeks to engage students in analysis and reflection to take self-directed action on issues of injustice and poverty. While development education challenges assumptions, one goal is to inform and raise awareness to help students decide how to support greater justice. The process focuses on inquiry, discussion, and debate to continuously improve and develop a more holistic educational system.
Moonshots in Education - Dr. Taddy BlecherSUCanadaSummit
Taddy Blecher believes it's not just time to change our education system, but it's time to change education by creating a new system that capitalizes on technology and capability.
The document discusses five core competencies - World view, Emotional intelligence, Academics in balance, Creativity and Technology (WE ACT) - that are important for students to thrive. It provides definitions and learner understandings for each competency. World view involves understanding global issues and responsibility. Emotional intelligence comprises self-awareness and social skills. Academics in balance focuses on project-based learning across subjects. Creativity cultivates imagination. Technology is a tool to enhance learning. The document advocates applying these competencies through a balanced, student-centered educational approach.
The document summarizes Dr. Jorge Nelson's philosophy of education, which focuses on developing five core competencies in students: world view, emotional intelligence, academics in balance, creativity, and technology. Teachers will observe educational leaders presenting on methods to teach these competencies, which include understanding global issues, self-awareness, lifelong learning, generating new ideas, and using technology as a tool. The document also discusses balancing subject areas, project-based learning, and adapting instruction to individual students' needs and styles.
The document discusses leading innovation in education through various means such as transforming leadership styles, cultivating innovator mindsets in students and schools, and project-based learning. It outlines the need for 21st century skills like critical thinking, communication, collaboration, and creativity. Effective innovation leadership requires synthesizing different approaches to influence others and produce new ideas. Schools are transforming by adopting frameworks focused on evidence-based learning and challenging students to think differently.
1. The document discusses the need for educational leaders to shift higher education institutions to a new paradigm to address changing trends and ensure future quality and relevance.
2. It proposes developing students' contextualized multiple intelligences through globalization, localization, and individualization of education to prepare them for the future.
3. Educational leaders must embrace the "leapfrog theory" to continuously develop their competencies, rethink curriculum and systems, and build top-notch institutions that can adapt to dynamic environments through courageous change.
This document provides information on best practices and frameworks for student learning projects that address global issues. Some key points:
- Students play an active role in co-creating their learning experience through project-based work on issues like gender equality, citizenship, and education access.
- Games, technology, art, and action-oriented activities can make learning engaging while addressing different learning styles. Community support and online collaboration tools also help learning.
- Bloom's Taxonomy and other planning frameworks can help develop higher-order thinking in areas like creating, evaluating, and analyzing as part of project work.
- Global education aims to develop global citizenship and is aligned with goals of the Australian curriculum around flexibility, cross-
Learning is the key to success—some would even say survival—in today's organizations. Knowledge should be continuously enriched through both internal and external learning. For this to happen, it is necessary to support and energize organization, people, knowledge, and technology.
The document discusses the need for inclusive and affordable knowledge for all in India. It notes that India has a large young population and addressing their education and skills training is important for development. It argues that defining success solely based on economic metrics is insufficient and happiness and well-being should also be factors. It advocates for making education more flexible and affordable through open courseware and distance learning to expand access. The document stresses that knowledge should not be restricted by traditional top-down models and that education must be multi-disciplinary to solve real-world problems.
Teachers have an important role to play in building a learning society by continuously renewing their own knowledge through self-analysis and feedback. They should experiment with new teaching methods, use multimedia resources, and collaborate with specialists to develop innovative learning materials. Early childhood development is also key, so teachers should inspire creativity in children and teach them to learn independently and from each other. Problem-solving skills and communication skills, which will be important in the 21st century, are also areas teachers can work to improve.
ENGAGING YOUTH THROUGH INTERNATIONAL NETWORK FOR EDUCATION, SUSTAINABLE DEVEL...4Ventures Legacy (4VL)
ZUL ILHAM ZULKIFLEE LUBES*, MOHD FADHLI RAHMAT FAKRI** & NIK MERIAM NIK SULAIMAN***
INTERNATIONAL CONFERENCE ON SUSTAINABILITY INITIATIVES (ICSI 2015)
UNIVERSITI TEKNOLOGI MALAYSIA, 24 AUGUST 2015
The document discusses 21st century skills and their importance for students. It defines key 21st century skills like critical thinking, problem solving, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity, and social skills. It outlines frameworks and classifications of 21st century skills proposed by different organizations. The document emphasizes that 21st century skills must be incorporated into the curriculum to help students develop holistically and succeed in today's world. It provides examples of 21st century skills learning outcomes for students aged 11-13.
This document provides an overview of global education. It defines global education as education that gives students the capacity to understand and act on global issues. It discusses why global education is important, noting that it motivates students, is key to global prosperity in our interconnected world, and prepares them for a diverse, globally connected society. It also describes the characteristics of globally competent students, such as being able to investigate issues from multiple perspectives and communicate cross-culturally, and provides some examples of how schools can incorporate global education into their curriculum.
The document discusses the four pillars of education according to the International Commission on Education for the 21st Century: learning to know, learning to do, learning to live together, and learning to be. It emphasizes that education must help students learn how to learn by developing skills like concentration, memory, questioning, and critical thinking from a young age. Teachers play an important role in cultivating independent, lifelong learners who can thrive in today's knowledge society. Education should combine deductive and inductive reasoning to develop both practical problem-solving abilities and abstract thought.
This document discusses the four pillars of education: learning to know, learning to do, learning to live together, and learning to be. It emphasizes developing a complete person through education, preparing pupils for further learning, and developing competency to adapt to change. The document is authored by Sumitra Kan Fong Kuen and references several other works from UNESCO and related organizations on the topics of the four pillars of education.
KingsWay Middle School Knowledge Building CurriculumHeslia Swanepoel
The document discusses implementing a knowledge building curriculum at KingsWay Middle School that focuses on developing relevant, transferable skills for students' future. It advocates teaching skills like problem solving, creativity and innovation over solely transmitting academic content. The curriculum should provide opportunities for students to build identity, think critically and engage in lifelong learning by using knowledge to find and create new knowledge. The next steps are to intentionally develop key competencies, shift to more student-led personalized learning, update the learning environment, and adopt new ideas that fit the school's character.
The document outlines The Four Pillars of Education framework which proposes that education should focus on (1) learning to know by developing skills like critical thinking; (2) learning to do by acquiring skills to function in life; (3) learning to live together by learning to respect others; and (4) learning to be which shapes one's personality and character. It emphasizes that the role of teachers is to facilitate lifelong learning and help students acquire skills to continue learning throughout their lives such as being able to learn how to read, listen, observe, ask questions and access information.
21st Century Skills, Technology and EducationAniqa Zai
what are 21st century skills, 12 skills, framework of 21st century skills and what is technology and education, relation between technology and education
This document introduces a sourcebook for teaching values in technical and vocational education. It aims to help TVET educators develop students' knowledge, skills, qualities and values to prepare them for work and life. The sourcebook identifies core values like human dignity, health, truth, love, creativity, peace and spirituality. It provides 35 modules on these values with lesson plans for integrating values into the TVET curriculum. The goal is to educate the whole person and empower students for responsible citizenship and work in a globalized world.
1) The document discusses the need to rethink the internationalization of higher education in developing countries.
2) Developing countries participate unevenly in internationalization efforts, with many institutions not engaging beyond campus.
3) A new agenda for internationalization should focus on bringing greater benefits to communities through curriculum, mobility programs, and ensuring distributive justice.
4) Setting the future agenda will require an inclusive global dialogue where all participants are equals in shaping the direction of higher education internationalization.
The document discusses the four pillars of education: learning to know, learning to do, learning to be, and learning to live together. It focuses on learning to know and learning to do. For learning to know, it emphasizes developing concentration, memory skills, and thinking abilities through a broad general education and opportunities to study subjects in depth. For learning to do, it notes the shift from specific skills training to developing personal competence with a mix of skills, initiative, and interpersonal skills due to the increasing importance of knowledge work and services. Occupational training must evolve beyond imparting routine job knowledge.
This document discusses the skills and knowledge needed for school leaders in the 21st century. It emphasizes that technology has changed how we define and teach literacy, with new literacies like information literacy becoming important. School leaders need a vision for integrating technology throughout the school to prepare students for a global, technology-dependent world. While technology and standards have changed, the goals of student achievement and using tools to support teaching and learning remain the same. Effective school leaders will create a culture of change and learning to navigate these shifts.
The document outlines the 21st century skills that students need to develop to succeed in today's digital world. These skills include critical thinking, creative thinking, collaborating, communicating, reasoning effectively, using systems thinking, making judgments and decisions, solving problems, thinking creatively, working creatively with others, implementing innovations, communicating clearly, collaborating with others, and having flexibility, initiative, social skills, productivity, and leadership abilities.
This document provides a summary of a UNESCO sourcebook on values education titled "Learning to Be: A holistic and integrated approach to values education for human development". The sourcebook presents a model for holistic and integrated values education with the goal of developing individuals and promoting international understanding and a culture of peace. It identifies core values like health, truth, love, creativity, peace and justice that guide human development. It also emphasizes the process of internalizing values which can lead to inner peace and peace in broader contexts. The sourcebook includes practical teaching modules and aims to help educators facilitate the full development of learners' personality and potential.
ICAE's capacity building for advocacy on a global levelmariagcuervo
The ICAE Academy of Lifelong Learning Advocacy (IALLA) is an international residential course held for the first time in 2004, in Norway. Since then, a total of 8 editions have taken place in Africa, Europe, Latin America and the Arab Region; in 2012 the first advanced, second stage IALLA was held. Until now, there are more than 200 IALLA graduates from all regions of the world.
This training course is rooted in a fusion of popular education and folkbildning, with a very innovative aspect: it is a unique learning and cultural translation space. Each course becomes an unforgettable experience for people, at personal and academic level, creating, each time, a new and different group of passionate people. That is what makes IALLA so unique; results go beyond learning to do advocacy for the right to education, participants take with them shared experience that will increase their self-confidence.
This was my first report in my Global Marketing class. The article is about globalization, its history and where is it heading. Globalization is quite a nebulous concept. But we are all experiencing it since the beginning of civilization. The difference now is that it is happening at a faster and more accelerating rate.
Future of Education Global Awareness PanelLucy Gray
This document summarizes a panel discussion on global awareness as an essential 21st century skill. The panel included representatives from organizations like Asia Society, Bangkok International School, and Teachers Without Borders. They discussed defining and assessing global competence, the benefits of global awareness for students and teachers, and how to incorporate it into classrooms and school missions. Questions focused on how to get started with global education and what globally-oriented schools and students look like.
This document provides information on best practices and frameworks for student learning projects that address global issues. Some key points:
- Students play an active role in co-creating their learning experience through project-based work on issues like gender equality, citizenship, and education access.
- Games, technology, art, and action-oriented activities can make learning engaging while addressing different learning styles. Community support and online collaboration tools also help learning.
- Bloom's Taxonomy and other planning frameworks can help develop higher-order thinking in areas like creating, evaluating, and analyzing as part of project work.
- Global education aims to develop global citizenship and is aligned with goals of the Australian curriculum around flexibility, cross-
Learning is the key to success—some would even say survival—in today's organizations. Knowledge should be continuously enriched through both internal and external learning. For this to happen, it is necessary to support and energize organization, people, knowledge, and technology.
The document discusses the need for inclusive and affordable knowledge for all in India. It notes that India has a large young population and addressing their education and skills training is important for development. It argues that defining success solely based on economic metrics is insufficient and happiness and well-being should also be factors. It advocates for making education more flexible and affordable through open courseware and distance learning to expand access. The document stresses that knowledge should not be restricted by traditional top-down models and that education must be multi-disciplinary to solve real-world problems.
Teachers have an important role to play in building a learning society by continuously renewing their own knowledge through self-analysis and feedback. They should experiment with new teaching methods, use multimedia resources, and collaborate with specialists to develop innovative learning materials. Early childhood development is also key, so teachers should inspire creativity in children and teach them to learn independently and from each other. Problem-solving skills and communication skills, which will be important in the 21st century, are also areas teachers can work to improve.
ENGAGING YOUTH THROUGH INTERNATIONAL NETWORK FOR EDUCATION, SUSTAINABLE DEVEL...4Ventures Legacy (4VL)
ZUL ILHAM ZULKIFLEE LUBES*, MOHD FADHLI RAHMAT FAKRI** & NIK MERIAM NIK SULAIMAN***
INTERNATIONAL CONFERENCE ON SUSTAINABILITY INITIATIVES (ICSI 2015)
UNIVERSITI TEKNOLOGI MALAYSIA, 24 AUGUST 2015
The document discusses 21st century skills and their importance for students. It defines key 21st century skills like critical thinking, problem solving, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity, and social skills. It outlines frameworks and classifications of 21st century skills proposed by different organizations. The document emphasizes that 21st century skills must be incorporated into the curriculum to help students develop holistically and succeed in today's world. It provides examples of 21st century skills learning outcomes for students aged 11-13.
This document provides an overview of global education. It defines global education as education that gives students the capacity to understand and act on global issues. It discusses why global education is important, noting that it motivates students, is key to global prosperity in our interconnected world, and prepares them for a diverse, globally connected society. It also describes the characteristics of globally competent students, such as being able to investigate issues from multiple perspectives and communicate cross-culturally, and provides some examples of how schools can incorporate global education into their curriculum.
The document discusses the four pillars of education according to the International Commission on Education for the 21st Century: learning to know, learning to do, learning to live together, and learning to be. It emphasizes that education must help students learn how to learn by developing skills like concentration, memory, questioning, and critical thinking from a young age. Teachers play an important role in cultivating independent, lifelong learners who can thrive in today's knowledge society. Education should combine deductive and inductive reasoning to develop both practical problem-solving abilities and abstract thought.
This document discusses the four pillars of education: learning to know, learning to do, learning to live together, and learning to be. It emphasizes developing a complete person through education, preparing pupils for further learning, and developing competency to adapt to change. The document is authored by Sumitra Kan Fong Kuen and references several other works from UNESCO and related organizations on the topics of the four pillars of education.
KingsWay Middle School Knowledge Building CurriculumHeslia Swanepoel
The document discusses implementing a knowledge building curriculum at KingsWay Middle School that focuses on developing relevant, transferable skills for students' future. It advocates teaching skills like problem solving, creativity and innovation over solely transmitting academic content. The curriculum should provide opportunities for students to build identity, think critically and engage in lifelong learning by using knowledge to find and create new knowledge. The next steps are to intentionally develop key competencies, shift to more student-led personalized learning, update the learning environment, and adopt new ideas that fit the school's character.
The document outlines The Four Pillars of Education framework which proposes that education should focus on (1) learning to know by developing skills like critical thinking; (2) learning to do by acquiring skills to function in life; (3) learning to live together by learning to respect others; and (4) learning to be which shapes one's personality and character. It emphasizes that the role of teachers is to facilitate lifelong learning and help students acquire skills to continue learning throughout their lives such as being able to learn how to read, listen, observe, ask questions and access information.
21st Century Skills, Technology and EducationAniqa Zai
what are 21st century skills, 12 skills, framework of 21st century skills and what is technology and education, relation between technology and education
This document introduces a sourcebook for teaching values in technical and vocational education. It aims to help TVET educators develop students' knowledge, skills, qualities and values to prepare them for work and life. The sourcebook identifies core values like human dignity, health, truth, love, creativity, peace and spirituality. It provides 35 modules on these values with lesson plans for integrating values into the TVET curriculum. The goal is to educate the whole person and empower students for responsible citizenship and work in a globalized world.
1) The document discusses the need to rethink the internationalization of higher education in developing countries.
2) Developing countries participate unevenly in internationalization efforts, with many institutions not engaging beyond campus.
3) A new agenda for internationalization should focus on bringing greater benefits to communities through curriculum, mobility programs, and ensuring distributive justice.
4) Setting the future agenda will require an inclusive global dialogue where all participants are equals in shaping the direction of higher education internationalization.
The document discusses the four pillars of education: learning to know, learning to do, learning to be, and learning to live together. It focuses on learning to know and learning to do. For learning to know, it emphasizes developing concentration, memory skills, and thinking abilities through a broad general education and opportunities to study subjects in depth. For learning to do, it notes the shift from specific skills training to developing personal competence with a mix of skills, initiative, and interpersonal skills due to the increasing importance of knowledge work and services. Occupational training must evolve beyond imparting routine job knowledge.
This document discusses the skills and knowledge needed for school leaders in the 21st century. It emphasizes that technology has changed how we define and teach literacy, with new literacies like information literacy becoming important. School leaders need a vision for integrating technology throughout the school to prepare students for a global, technology-dependent world. While technology and standards have changed, the goals of student achievement and using tools to support teaching and learning remain the same. Effective school leaders will create a culture of change and learning to navigate these shifts.
The document outlines the 21st century skills that students need to develop to succeed in today's digital world. These skills include critical thinking, creative thinking, collaborating, communicating, reasoning effectively, using systems thinking, making judgments and decisions, solving problems, thinking creatively, working creatively with others, implementing innovations, communicating clearly, collaborating with others, and having flexibility, initiative, social skills, productivity, and leadership abilities.
This document provides a summary of a UNESCO sourcebook on values education titled "Learning to Be: A holistic and integrated approach to values education for human development". The sourcebook presents a model for holistic and integrated values education with the goal of developing individuals and promoting international understanding and a culture of peace. It identifies core values like health, truth, love, creativity, peace and justice that guide human development. It also emphasizes the process of internalizing values which can lead to inner peace and peace in broader contexts. The sourcebook includes practical teaching modules and aims to help educators facilitate the full development of learners' personality and potential.
ICAE's capacity building for advocacy on a global levelmariagcuervo
The ICAE Academy of Lifelong Learning Advocacy (IALLA) is an international residential course held for the first time in 2004, in Norway. Since then, a total of 8 editions have taken place in Africa, Europe, Latin America and the Arab Region; in 2012 the first advanced, second stage IALLA was held. Until now, there are more than 200 IALLA graduates from all regions of the world.
This training course is rooted in a fusion of popular education and folkbildning, with a very innovative aspect: it is a unique learning and cultural translation space. Each course becomes an unforgettable experience for people, at personal and academic level, creating, each time, a new and different group of passionate people. That is what makes IALLA so unique; results go beyond learning to do advocacy for the right to education, participants take with them shared experience that will increase their self-confidence.
This was my first report in my Global Marketing class. The article is about globalization, its history and where is it heading. Globalization is quite a nebulous concept. But we are all experiencing it since the beginning of civilization. The difference now is that it is happening at a faster and more accelerating rate.
Future of Education Global Awareness PanelLucy Gray
This document summarizes a panel discussion on global awareness as an essential 21st century skill. The panel included representatives from organizations like Asia Society, Bangkok International School, and Teachers Without Borders. They discussed defining and assessing global competence, the benefits of global awareness for students and teachers, and how to incorporate it into classrooms and school missions. Questions focused on how to get started with global education and what globally-oriented schools and students look like.
The document discusses critical thinking and models for analyzing texts. It introduces the Interpretive Critical Thinking Model, which involves analyzing a text by considering its main point, supplementary messages, context, author's point of view, assumptions, facts, themes, logic, relationships to other works, and reflection on one's own ideas. It also describes the Toulmin method for analyzing arguments by identifying the claim, grounds, warrant, backing, qualifier, and rebuttal. The goal is to teach readers how to carefully analyze what they read through identifying key elements of texts and evaluating the strength of arguments.
This document discusses the political, economic, and socio-cultural contexts of development. It outlines different theories of development such as modernization theory, dependency theory, and world systems theory. It examines how factors like culture, economic conditions, population density, and political systems can impact development. Specifically, it explores how aspects of culture like openness to ideas, work ethic, trust, and savings rates can affect economic growth and development outcomes in different countries and regions.
Globalization has impacted cultures worldwide through increasing interaction and exchange of ideas between countries. It has influenced lifestyles, food, dress, and views. Both positive and negative impacts on Indian culture have resulted, such as exposure to new technologies and products but also disruption of family structures and social values. Globalization also affects business and economics, with India emerging as a top destination for foreign investment and multinational corporations due to its large consumer base and skilled workforce.
Globalization refers to the increasing integration and interdependence of economies, technologies, and cultures around the world. Global education aims to help students understand the world as an interconnected system and see themselves as global citizens. It promotes teaching students about issues like social justice, human rights, and cultural diversity to prepare them for a globally interconnected society. While globalization opens opportunities through increased trade and cultural exchange, it also brings challenges like uneven economic impacts and tensions over differing cultural values that global education seeks to address.
Globalization is impacting education in several ways. Technology is seen as equalizing educational opportunities worldwide by allowing access to information, but ensuring rural and impoverished students have resources remains a challenge. As the world becomes more interconnected through globalization, students must be prepared through their education to compete internationally and understand different cultures and languages. Educators face the task of incorporating new technologies, treating all students fairly, and adapting curricula to ensure student comprehension and participation in an increasingly globalized world.
The document discusses the social dimension of education. It covers topics such as the social, historical, sociological, cultural, political, economic, and psychological aspects of education. It also discusses theories of the sociological dimension including consensus theory, conflict theory, structural functionalism, and symbolic interactionism. The theories view social order and change from different perspectives such as agreement, struggle, cooperation of institutions, and subjective meanings imposed by people.
-GLOBALIZATION
-ECONOMIC ISSUE ON GLOBALIZATION
-POLITICAL ISSUE ON GLOBALIZATION
-CONFLICT AND CONSENSUS IN THE EDUCATION
IMPACTS OF EDUCATION IN GLOBALIZATION
3.10.1 Globalisation Definitions And Characteristicstudorgeog
Globalization refers to the increasing interconnectedness of countries and peoples around the world through trade and cultural exchange. It reduces differences between places as shared economic and cultural experiences spread across borders through trade agreements and tourism. While trade and tourism can make economies and cultures more similar, they may also exacerbate inequality between places that are integrated and those that are not. Overall, globalization tends to decrease differences but does not eliminate them entirely.
Globalization is increasing the integration of economies worldwide through greater trade, investment, and technology sharing, which is impacting education through greater internationalization, privatization, and an increased focus on workforce skills. Education systems will need reforms like updated curricula focused on productivity, as globalization constrains national policies while spreading cultural influences and creating economic inequalities across borders. The impacts of globalization on youth experiences through technology, social changes, and economic realities will shape needed roles for education to best prepare students for an interconnected world.
WE ACT RIGHT: Five core values and five core competenciesDr. Jorge Nelson
Based on the NCEE report "Tough Choices or Tough Times", Dr. Nelson presents the Five Core Competencies (WE ACT) that dovetail nicely with the Five Core Values (RIGHT).
This document outlines the objectives of a course on education in Pakistan. It discusses several topics:
1. Human resource development and its impact on Pakistan's economic development. HRD aims to improve employee skills through training to increase organizational effectiveness.
2. The relationship between education and HRD. While education provides skills for youth, HRD focuses on corporate training. Strategically combining these systems could reform education and restructure HRD.
3. Technological developments' impact on education. Technologies like digital simulations, improved communication tools, and online collaboration have enhanced learning by making it more engaging, personalized, and self-paced.
Life skills help us to become humane. We survive in virtual world. We open our eyes with Android equipped gadgets, see social sites updates, spend stressful, time bound, target based professional life. We become multitask performer to survive in fast growing world.
Life skills are art of living, which help us to draw a personal and professional and sketch of life.
Learning life skills occur within and beyond a boundary wall of classroom.
Vision, Mission, Goals and Objectives ppt..pptxellehsormae
This file contains researched informations that is helpful for learners. It encompasses the different Vision, Mission, Goals, and Objectives of an institution to be considered as essential and effective learning institution.
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools play a vital role in developing community thinkers and leaders. Huff's philosophy is influenced by authors who emphasize that education must prepare students for the 21st century and that change takes sustained effort. As a leader, Huff will treat all students and staff with respect, create a positive learning environment, and leverage leadership at all levels to achieve her vision of student success.
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.
This document discusses issue-based learning and the need for a new education system. It argues that the current system does not adequately address inequalities and injustices in society. A new system should use education for social reformation by incorporating social issues into the curriculum. This would allow students to develop skills like critical thinking while working towards social justice goals like addressing lack of resources, marginalization, and environmental issues. The proposed issue-based curriculum would help students understand the roots of problems, form their own opinions, and potentially intervene in social issues.
This document provides an overview of trends shaping the future of learning and personalized education. It introduces the Future of Learning framework developed by 2Revolutions (2Rev), an education design lab. 2Rev works to design and launch new learning models and catalyze conditions for them to thrive. The document discusses trends fueling a shift toward personalized learning, including growth in technology, policy changes, cognitive science advances, and economic pressures. It provides examples of innovative models incorporating personalization, such as School of One, Summit Public Schools, and New Tech Network. Adaptive and game-based learning tools are also profiled. The future envisions an integrated ecosystem supporting lifelong learning across various settings.
This document discusses the relationship between faculty development, teacher accountability, and students' rights to quality education. It notes that faculty development programs are important for adapting teaching to changing needs but should consider student and societal needs. Teacher accountability is complex with responsibilities to students, administrators, and taxpayers. It suggests accountability can be strengthened through peer review systems focused on assistance rather than punishment. Quality education is students' right and those receiving development programs should be accountable for enhancing program and societal benefits. Ongoing, needs-based faculty training may help develop teacher commitment to accountability and quality over administrative processes.
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.
1) The document discusses issues at the human, societal, and environmental levels and argues that value education is needed to address these issues.
2) Value education deals with what is truly valuable and meaningful for human beings. It helps develop clarity on one's aspirations and how to fulfill them through complementing values with skills.
3) The document outlines some basic guidelines for value education, including that it should be universally applicable, rational, naturally verifiable, all-encompassing, and promote harmony.
The document discusses the role of curriculum dimensions within the UK National Curriculum, with a focus on the "Global Dimension". It explores how the Global Dimension can support cross-curricular learning and help develop skills in students to become active global citizens. The Global Dimension aims to help students understand challenges facing the planet and how to balance quality of life with sustainability. Teachers are encouraged to incorporate Global Dimension concepts and culturally diverse experiences to help students critically examine values and global issues.
The disconnect between education and workforce developmentColleen LaRose
This webinar explains why education does not prepare people for work...and why, therefore, workforce development programming exists. To view the webinar in its entirety, go to:https://www.youtube.com/watch?v=gXhroAbeHiY
Foundations of education 831 unit 7 trends in education - dr. zaheer ahmadHafeezKhan218430
This document outlines the objectives and content of a course on trends in education. The course will examine the role of education in national development, technology, and international understanding. It will discuss education as an investment versus consumption and the relationship between education and economic uplift. Specifically, it will cover human resource development, continuing education, and the importance of technological skills in education. The goal is for students to understand how education must evolve to address the latest trends and needs of society.
This document discusses key elements needed to build a perfect school system. It begins with an agenda outlining topics like defining a best model school, vision/mission, challenges, and best practices. It states the model school should provide all students with a high-quality education tailored to their needs. Several elements are identified as important, including modern facilities, high-quality teachers, and a curriculum addressing individual student needs/interests. The document then explores topics like the importance of education, developing a vision/mission, ensuring a strong curriculum, innovative teaching methods, and hiring quality teachers.
The document discusses the roles and responsibilities of a school principal. It outlines 12 key responsibilities:
1. Setting the vision, mission, goals and objectives of the school to provide quality basic education.
2. Creating an environment conducive to teaching and learning, with factors like a guaranteed curriculum, safety, and professional collaboration.
3. Implementing, monitoring and assessing the school curriculum and being accountable for learning outcomes.
4. Developing the school education program and improvement plan to provide direction and prepare for changes.
5. Offering equitable educational programs and services to all learners in the community.
6. Introducing innovative instructional modes to achieve higher learning outcomes.
The document discusses shifting the ownership of learning to students to develop learner agency. It identifies ten conditions for learner agency, including having learners at the center of their learning, building relationships and partnerships, developing cultural responsiveness, empowering leadership, viewing teaching as inquiry, ensuring curriculum and pedagogy support agency, using assessment for and of learning, integrating technology, and creating innovative learning environments. The document encourages reflecting on which conditions to act on and provides resources to develop strategies that give students more control and ownership over their learning.
1) The document discusses social forces that influence curriculum development, including politics, economy, technology, social diversity, learning theories, and the environment. It examines how these shape curriculum goals and content.
2) Guidelines for considering social factors in curriculum development include respecting cultural pluralism, addressing local needs as well as national/international ones, and preparing students to participate productively in society.
3) Developing curriculum requires understanding a society's conceptions of education's functions like cultural transmission, transformation, and individual development in order to establish relevant goals and content.
Similar to Fivecorevaluesandfivecorecompetencies njis wasc learner outcomes (20)
The document outlines emergency preparedness procedures at Balboa Academy. It discusses training that has been conducted, including FEMA ICS 100 training. It reviews past emergency situations at schools in Bangkok, Thailand; Islamabad, Pakistan; Bali, Indonesia; and Shelton, Washington to demonstrate why preparing is important. It emphasizes the importance of training, planning, drilling for scenarios, and teaching to prepare for any emergency situation. It also notes that virtual learning plans need to be created in case students must learn online.
The document discusses the founding head of multiple international schools, Dr. Jorge Nelson, and his experience and principles for continuing success at the Chinese/American International School (CAIS). It outlines Dr. Nelson's 30 years of experience in full immersion international education programs and 10 principles for CAIS, including honesty, respect, collaboration, responsibility, embracing diversity, passion for learning, and supporting a relevant curriculum. It also emphasizes the importance of collaboration within the CAIS community and fundraising to support the school.
This document contains quotes and thoughts from various educators throughout history on teaching practices. It discusses moving away from a traditional lecture-based "sage on the stage" approach to one where students learn by doing, through exploration and questioning. Several quotes advocate for letting students learn at their own pace with guidance from teachers, as opposed to direct instruction. The document also calls for bringing school curriculums out of the 20th century and preparing students with skills like creativity, academics, technology and emotional intelligence for future challenges.
This document introduces the concept of SOAR (Students Own All Resources) learning in a proposed digital school system. The system would give students personalized access to curriculum through a Digital Individualized Education Plan (DIEP) tailored to their individual needs and interests. Students would access just-in-time instructional content as needed using a digital toolset, allowing them to learn at their own pace. The goal is to increase student engagement and achievement by giving them ownership over their education.
This document outlines the vision and instructional foundation for the International School Songdo in Korea. Some key points:
1. ISS aims to implement a self-constructed, individualized learning model enabled by a Student Information Management System (SIMS) and Digital Individualized Education Plans (DIEPs). This allows students to chart their own educational paths and access resources.
2. The DIEP will track students' progress on standards and milestones in real-time. It provides schedules, assignments, and communication between students, teachers, and parents.
3. A sample student schedule is described, showing how the DIEP and Learner Digital Dashboard provide just-in-time access to resources and tracking
This dissertation describes the development and validation of a computer simulation model of the relationship between teacher behavior and student achievement. The simulation was created using a system dynamics approach and was based on research findings from a knowledge synthesis matrix. It was developed in an ithink simulation software environment on a Macintosh platform. The simulation was validated through sessions with teachers, administrators, and university professors who manipulated variables and provided feedback. Results supported that research-based teacher behaviors could be effectively modeled in a simulation to help educators better understand classroom dynamics.
This dissertation describes the development and validation of a computer simulation model of the relationship between teacher behavior and student achievement. The simulation was created using a system dynamics approach and was based on research findings from a knowledge synthesis matrix. It was developed in an ithink simulation software environment on a Macintosh platform. The simulation was validated through sessions with teachers, administrators, and university professors who manipulated variables and provided feedback. Results supported that research-based teacher behaviors could be effectively modeled in a simulation to help educators better understand classroom dynamics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. Tough Choices or Tough Times calls for first redesign of the American education
system in a century. This report of the New Commission on the Skills of the
American Workforce shows how the dynamics of the global economy will lead to
a steady decline in the American standard of living if this country does not
undertake the first thorough overhaul of its education system in a century. It
shows how our country can graduate 95% of our students (not two-thirds, as it
does now) after 12 years and the majority after only 10 years of grade school. It
reveals how billions of dollars can be saved by changing the way students
progress through the grades and how the money saved could be used to build
high quality early childhood education systems, attract the best and brightest
teachers, and provide the resources for even the most disadvantaged students
to reach world class standards. This hard-hitting analysis describes the kind of
economy needed to sustain our current standard of living and kinds of skills and
knowledge that American workers need to make that economy work. It also
details the dramatic changes in governance, finance, organization, and
management of the American education and training systems that are needed.
Tough Choices or Tough Times was written for anyone concerned with the future
of this country and the state of our schools and our job training systems. It
provides a well-researched analysis of the issues and a compelling set of
proposals for changing our system of education.
2. National Center in Education and the
Economy (NCEE) is a not-for-profit
organization dedicated to providing young
people with the world-class skills that will
allow them to succeed in a global economy.
The 26-member commission includes
former Cabinet secretaries of labor and
education, Senators, Members of Congress,
school superintendents, CEOs of major
firms, union leaders, and governors.
4. August 19, 2014
WE ACT RIGHT:
The Five Core
Competencies and the
Five Core Values
5. 5
What we ought to learn?
“A curriculum defines what we ought to learn. For what? To become
competent to live a life that we freely chose, for which we are fully
responsible, and that brings us realization. A curriculum, therefore, is
not a set of subject matters (‘disciplines’) we need to assimilate, but a
matrix of competencies we need to build” - Eduardo Chaves, 2008
“There is a strong degree of consistency between the school core values,
vision, mission. The schoolwide learner outcomes, and the school
program that reflects the school’s explanation of global competencies” –
WASC Focus on Learning, International Edition, p. 68, 2014
The following Five Core Competencies have been found by experts to be
necessary for students to be successful in this 21st century. Hence, NJIS
is being modeled after and built for the ideal knowledge-worker
educational model by offering a rigorous academic program based upon
these competencies as an exemplar for international curriculum with
appropriate supplements of the most innovative curriculum materials
available in the international educational arena.
7. Worldview is a perspective guided by a thorough knowledge of
current global issues and an understanding of individual
responsibility on the local, national, and international levels
as a global citizen.
Learner Understandings:
• An increasingly interconnected world creates new
complexities, realities, responsibilities, and opportunities.
• Each person has a responsibility as a global citizen in taking
action on the 20 Global Issues.
• All cultures have value, and cultural diversity has to be
maintained.
• Collaboration is essential for the solution of global problems.
• There are both positive and negative effects of globalization.
• There is a commonality of all human beings.
71. WE ACT – Worldview
8. 82. WE ACT - Emotional Intelligence
Emotional intelligence is the ability to perceive self and others as
unique and valuable to the world. There are five domains of
emotional intelligence: knowing your emotions, managing your
emotions, motivating yourself, recognizing and understanding
other people’s emotions, helping others to manage their own
emotions.
Learner Understandings:
• Internal motivation and self-direction are essential.
• Empathy and respect for others are essential.
• Each person has a responsibility to self and others
• Each person must practice self-discipline, self-assessment and proper social skills.
• Each person must know and accept himself.
• Self-expression is an important part of developing emotional intelligence.
• There is a continuum of respect from top to bottom level: adapting behavior,
cooperating, valuing difference, accepting other viewpoints, tolerating.
• One’s emotional intelligence affects the quality of one’s relationships.
• A lack of emotional intelligence can cause social and personal problems.
9. 9
Academics in balance are project based learning experiences
that foster the development of the multiple intelligences,
creating lifelong learners who are inquiring, knowledgeable,
and caring people who will make the world a better place.
Learner Understandings:
• A broad range of knowledge and skills is required for personal
success and the ability to contribute positively to the human
community.
• There are many ways to acquire knowledge and skills.
• Learning can be differentiated to accommodate individual
learning styles and needs.
• The human mind is a combination of various intelligences.
• Education is a continuous, lifelong process.
3. WE ACT - Academics in Balance
10. 104. WE ACT - Creativity
Creativity is a mindset characterized by a willingness to
generate new ideas, possibilities and outcomes. It is multi-
faceted, ranging from cognitive to aesthetic.
Learner Understandings:
• Creativity is stimulated by asking new questions while generating new
ideas to apply to various situations and challenges.
• Every human being has the capacity to be creative.
• Environment has a dramatic effect on creativity.
• People may not exhibit the same level of creativity in all areas.
• Self-assessment and self-motivation are needed to allow the learners to
foster creativity in all facets of their education.
• Creativity takes many forms.
• Creativity is applied imagination, a step into creating something new and
/or putting it into action.
• Creativity takes various forms: it can be an ability, an attitude or a
process.
11. 115. WE ACT - Technology
Technology is a tool which allows an individual learner
to enhance or to facilitate his or her learning
process.
Learner Understandings:
• Technology expands our ability to communicate
through a wide range of media.
• Technology allows us to efficiently access, store,
and use information.
• Technology supports self-directed learning.
• Technology supports differentiated learning.
• Technology is a tool to assist human intelligence,
not a substitute for it.
13. 13
But HOW do WE ACT?
Core Competencies are fine…
…but we need Core Values for students to uphold
everyday.
So…
…how do WE ACT?
WE ACT RIGHT!
Respect for your self and others
Integrity in making the correct decisions
Good Deeds to help others in need
Hard Work leads to certain mastery
Team Spirit to help everyone
14. 14
The Five Core Competencies and the Five Core Values
Competencies = WE ACT
Values = RIGHT
WE ACT RIGHT at NJIS.
Right?
Right!