Dan Prinzing has extensive experience promoting global education through various programs and partnerships in Idaho and internationally. As the coordinator of international education for the Idaho State Department of Education from 2003-2006, he helped integrate a global perspective into Idaho's content standards, support international exchanges, and develop partnerships. Since then, he has led numerous education missions abroad, published on global topics, and managed many international projects focused on civic education, human rights, and democracy.
The document discusses how individualization and collaboration can both be important aspects of education in the 21st century. It provides examples of the Individualized Learning Plan (ILP) used in Rhode Island schools, which allows students to customize their education, and the European Literacy and Citizenship Education (ELICIT) program, which promotes collaboration across European countries. The United Nations Educational, Scientific and Cultural Organization (UNESCO) advocates for educational programs that develop both subject matter knowledge and competencies through technological literacy and other capacities. Programs that successfully integrate individualization and collaboration may offer innovative approaches to curriculum design.
Katia Sol has extensive education and experience in adult education, transformative learning, leadership development, indigenous worldviews, and global studies. She holds a PhD in Adult Education and Community Development from the University of Toronto. Her dissertation research examined how transformative learning is cultivated within a leadership development program. She has over 15 years of teaching experience at the university level and has designed and led various training programs on topics such as gratitude, nature connection, and leadership.
Learn many ways to globalize your curriculum through service-learning. Includes Heifer International, RESPECT-Refugees, iEARN, Peace Corps, Nyaka School
Global Citizenship Education TOPICS AND LEARNING OBJECTIVESBoston Global Forum
This document provides guidance on global citizenship education from UNESCO. It begins with an introduction that defines global citizenship education as developing a sense of belonging to the global community while recognizing interconnectedness on local, national and global levels. It notes global citizenship education draws from areas like human rights education and aims to be transformative.
The guidance was developed through research, technical consultations with experts, and field testing in different countries and regions. It provides suggested topics, learning objectives and approaches for integrating global citizenship education into education systems on global issues, diversity, responsible and engaged behavior. The overall aim is to help learners contribute to a more just, peaceful and sustainable world.
This document provides an overview of global education and global competencies for teachers. It discusses why global competencies are important for students in the 21st century and how teachers can incorporate them into their lessons. Examples are provided, such as having students from different countries collaborate on art projects or incorporating issues like child labor into math lessons. Resources for teachers seeking more information or ways to participate in global education programs are also mentioned.
The document discusses how to become a global citizen in today's rapidly changing world. It emphasizes that to shape the future, one must understand societal changes from a global perspective, appreciate diversity, maintain lifelong learning, and take local actions with an international outlook. It highlights how AIT helps groom global citizens through its multidisciplinary and cross-national approach to education and research focusing on sustainable development solutions. AIT serves as a neutral platform that brings together students and alumni from over 100 countries to collaborate on issues like climate change, sanitation, and agriculture that transcend borders.
This document contains a list of resources related to raising achievement and closing gaps in educational attainment. It includes journal articles, reports, and web links on topics such as the attainment gap between socioeconomic groups, effective classroom strategies, data use in schools, and subject-specific resources. The list was originally compiled based on recommendations at workshops in the UK in 2012 and is intended as a record of views, not an exhaustive catalog. It contains over 50 resources in alphabetical order with enough detail provided to locate each one.
Primary School Research Project
June-Aug 1998
Assisted with the evaluation of the Jamundi Primary School, an innovative rural school in
Colombia using participatory, experiential and community-based pedagogies. Conducted
interviews, observations, and analysis of the school’s methodology and impact.
CONSULTING EXPERIENCE
REGENERATIVE DESIGN INSTITUTE
Consultant
2013-Present
Provide ongoing consulting services to support the development of the Ecology of Leadership
program, including:
- Program evaluation and assessment
- Curriculum design
- Facilitator training and support
- Strategic planning
- Fundraising and proposal writing
- Organizational development
The document discusses how individualization and collaboration can both be important aspects of education in the 21st century. It provides examples of the Individualized Learning Plan (ILP) used in Rhode Island schools, which allows students to customize their education, and the European Literacy and Citizenship Education (ELICIT) program, which promotes collaboration across European countries. The United Nations Educational, Scientific and Cultural Organization (UNESCO) advocates for educational programs that develop both subject matter knowledge and competencies through technological literacy and other capacities. Programs that successfully integrate individualization and collaboration may offer innovative approaches to curriculum design.
Katia Sol has extensive education and experience in adult education, transformative learning, leadership development, indigenous worldviews, and global studies. She holds a PhD in Adult Education and Community Development from the University of Toronto. Her dissertation research examined how transformative learning is cultivated within a leadership development program. She has over 15 years of teaching experience at the university level and has designed and led various training programs on topics such as gratitude, nature connection, and leadership.
Learn many ways to globalize your curriculum through service-learning. Includes Heifer International, RESPECT-Refugees, iEARN, Peace Corps, Nyaka School
Global Citizenship Education TOPICS AND LEARNING OBJECTIVESBoston Global Forum
This document provides guidance on global citizenship education from UNESCO. It begins with an introduction that defines global citizenship education as developing a sense of belonging to the global community while recognizing interconnectedness on local, national and global levels. It notes global citizenship education draws from areas like human rights education and aims to be transformative.
The guidance was developed through research, technical consultations with experts, and field testing in different countries and regions. It provides suggested topics, learning objectives and approaches for integrating global citizenship education into education systems on global issues, diversity, responsible and engaged behavior. The overall aim is to help learners contribute to a more just, peaceful and sustainable world.
This document provides an overview of global education and global competencies for teachers. It discusses why global competencies are important for students in the 21st century and how teachers can incorporate them into their lessons. Examples are provided, such as having students from different countries collaborate on art projects or incorporating issues like child labor into math lessons. Resources for teachers seeking more information or ways to participate in global education programs are also mentioned.
The document discusses how to become a global citizen in today's rapidly changing world. It emphasizes that to shape the future, one must understand societal changes from a global perspective, appreciate diversity, maintain lifelong learning, and take local actions with an international outlook. It highlights how AIT helps groom global citizens through its multidisciplinary and cross-national approach to education and research focusing on sustainable development solutions. AIT serves as a neutral platform that brings together students and alumni from over 100 countries to collaborate on issues like climate change, sanitation, and agriculture that transcend borders.
This document contains a list of resources related to raising achievement and closing gaps in educational attainment. It includes journal articles, reports, and web links on topics such as the attainment gap between socioeconomic groups, effective classroom strategies, data use in schools, and subject-specific resources. The list was originally compiled based on recommendations at workshops in the UK in 2012 and is intended as a record of views, not an exhaustive catalog. It contains over 50 resources in alphabetical order with enough detail provided to locate each one.
Primary School Research Project
June-Aug 1998
Assisted with the evaluation of the Jamundi Primary School, an innovative rural school in
Colombia using participatory, experiential and community-based pedagogies. Conducted
interviews, observations, and analysis of the school’s methodology and impact.
CONSULTING EXPERIENCE
REGENERATIVE DESIGN INSTITUTE
Consultant
2013-Present
Provide ongoing consulting services to support the development of the Ecology of Leadership
program, including:
- Program evaluation and assessment
- Curriculum design
- Facilitator training and support
- Strategic planning
- Fundraising and proposal writing
- Organizational development
Mapping Indigenous Paradigms, Research, and Practice in the World Indigenous ...Che-Wei Lee
This document provides an in-depth analysis of the World Indigenous Nations Higher Education Consortium (WINHEC) and its role in advancing indigenous higher education worldwide. It identifies four existing theories and proposes two new theories that help explain WINHEC's operations. Social mapping, archival analysis, and discourse analysis were used to examine WINHEC's indigenous paradigms and practices. The findings suggest that both indigenous and non-indigenous groups play important symbiotic roles in furthering indigenous higher education globally, and that WINHEC makes significant contributions to indigenous engagement and representation in higher education.
Education for a Global Perspective PresentationTom Lyons
Education for a Global Perspective (EGP) was created to incorporate global awareness into school curriculums. EGP is based on the premises that education is central to humanity's survival, a radical shift is needed in how we view global issues, and the modern world requires a new philosophical framework in schools. EGP's conceptual frames include commonality and diversity, global interdependence, biocentrism, self-esteem and responsibility, systems thinking, and a futures perspective. It addresses issues like sustainability, environments, ecology, peace, quality of life, human rights, and social justice.
The document discusses the importance of developing global competency in students. It argues that teaching students about the world should be integrated across all subjects, not taught as a separate subject. Developing key abilities like communicating across cultures and understanding different perspectives is important. Schools should think globally and leverage international resources to better prepare students for global challenges. Questions are raised about how schools are developing global competency and the implications for teacher professional development.
United Board for Christian Higher Education in Asia reports its activities and accomplishments and their impact with Colleges and University Partners across Asia
The document summarizes information about several organizations that support lifelong learning and adult education. It discusses the Coalition of Lifelong Learning Organizations (COLLO), which brings together leaders to advance knowledge and take action to benefit adult learners. It also outlines the services provided by organizations like the American Association for Adult and Continuing Education (AAACE), the Council for Adult and Experiential Learning (CAEL), and the UNESCO Institute for Lifelong Learning, which promote policies and programs to expand access to learning opportunities.
The document describes the Master of Arts in Interdisciplinary Studies: Focus in International Service-Learning & Leadership (MAIS) program. The 18-month program is a collaboration between Portland State University, the University of Technology in Jamaica, and Universidad Autónoma de Guadalajara in Mexico. Students take courses in intercultural communication and complete volunteer service placements in two countries, focusing on leadership and social services. The program begins in the US and includes a term abroad in either Jamaica or Mexico, combining academic study with hands-on experience in diverse cultural contexts.
The document discusses several organizations that support lifelong learning. The Coalition of Lifelong Learning Organizations (COLLO) brings together leaders of adult education to exchange information and collaborate. Other groups discussed include the American Association for Adult and Continuing Education, National Institute of Adult Continuing Education, UNESCO Institute for Lifelong Learning, and Council for Adult and Experiential Learning. Each organization works to promote opportunities for lifelong learning and its benefits.
NCC Internationalization: Resources for Teaching Local-Global Connections Acr...Jen Westmoreland Bouchard
This document discusses internationalization efforts at Normandale Community College. It began in 2016 with two U.S. Department of Education grants to support language and culture-focused study abroad programs and develop an International Experience Certificate. The campus-wide internationalization initiative is run through the International Experience Center and aims to foster intercultural competence, multilingualism, and local-global connections across disciplines. It defines what it means to be "global-ready" and provides resources to support internationalization, including speaker series, research sites, and professional development opportunities. The document invites reflection on current practices and continuing collaboration.
The document summarizes information about several organizations that support lifelong learning and adult education. It discusses the Coalition of Lifelong Learning Organizations (COLLO), which brings together leaders to advance knowledge and take action to benefit adult learners. It also outlines the services provided by organizations like the Council for Adult and Experiential Learning (CAEL) and their audiences. Finally, it provides information on the mission and programs of the American Association for Adult and Continuing Education (AAACE) and the UNESCO Institute for Lifelong Learning.
The document summarizes information about several organizations that support lifelong learning and adult education. It discusses the Coalition of Lifelong Learning Organizations (COLLO) which brings together leaders to advance access to education. It also outlines the mission and activities of the American Association for Adult and Continuing Education (AAACE) to provide leadership in the field through research, conferences, and special interest groups. Finally, it briefly describes the UNESCO Institute for Lifelong Learning and their advocacy for holistic education systems in Africa.
This document discusses the challenges that cultural diversity poses for global teachers. It defines culture and notes that people are set apart primarily by their cultures. It emphasizes that multicultural education enables teachers to value the differences in prior knowledge and experiences that students from diverse backgrounds bring to the classroom. The document provides suggestions for teachers on how to be sensitive to diversity, including avoiding assumptions, getting to know each student, and infusing multicultural materials. It outlines guiding principles for multicultural education, such as equitable opportunities for all students and eliminating stereotypes.
This document discusses diversity at Virginia Tech through three main topics:
1) It defines diversity and provides a brief history of African American students and prominent figures at Virginia Tech before and after segregation.
2) It describes the Lee Hall controversy and the creation of the MOSAIC theme housing program to promote diversity on campus.
3) It outlines the various diversity programs and initiatives at Virginia Tech including the Office of Diversity and Inclusion, diverse academic programs and student organizations, and Virginia Tech's diversity plan.
This document discusses the importance and rationale for integrating global competence and global education into K-12 curricula in the United States. It provides evidence from test rankings, government mandates, frameworks like Common Core that call for students to develop global skills and perspectives, and the practices of high-performing education systems like Singapore's. The document suggests global education can be integrated into any subject area or grade level to help prepare students for a globally connected world.
The document summarizes a project that brought local voices to policymaking on education integration and diversity in Europe. The project engaged citizens panels across 5 countries to develop policy recommendations. The panels included marginalized youth to empower them. Key recommendations focused on inclusive education, combating segregation, language support, intercultural competences, empowering youth, and working with media. Participants emphasized the need to include affected groups in policy discussions.
This document discusses factors that positively impact Aboriginal and Torres Strait Islander education. It emphasizes understanding students' history and culture, developing respectful relationships with Indigenous communities, and allowing Indigenous groups to represent their own perspectives in curriculum. The document also stresses that while some experiences are shared across Indigenous Australia, there is also great diversity between and within Aboriginal and Torres Strait Islander communities and cultures.
Children's Right to be Heard: Listening Carefully to Children CandKAus
Do you think your mum knows everything you do here?
No, my mum doesn't know everything I do here. She doesn't know
about our talks. She doesn't know that we talk about being grown
ups and being kids. She doesn't know that we talk about tricky
things.
Lachlan (4.1 years)
CONT...
My mum thinks I play with blocks and cars and do painting. She
doesn't know that we talk about feelings and about being grown
ups. She doesn't know that we talk about tricky things. I don't
think she knows that we talk about how to solve problems either.
Oliver (4.3 years)
My mum
The document discusses using web tools and social media in 21st century European classrooms. It advocates for creating learning communities through social networks and media to make learning a continuous process. Some tools highlighted include using Second Life to play "Guess the Country" to teach English, Moodle for exam preparation, and Facebook, StoryboardThat and Padlet to collaboratively create history comics. Harnessing social media gives students authentic audiences and removes hierarchies in learning.
UNESCO Associated Schools Guide for National Coordinatorsjavsk
This document provides guidance for national coordinators of UNESCO Associated Schools. It introduces the UNESCO Associated Schools Project Network (ASPnet), which has over 7,900 member schools in 176 countries working to promote UNESCO's ideals of peace and improving education quality. The document outlines ASPnet's orientations, priorities, and strategies, which include supporting Education for All goals, the UN Millennium Development Goals, sustainability education, and teacher training. It also describes various ASPnet projects and initiatives in areas like HIV/AIDS prevention, poverty reduction, and heritage education.
This document provides biographical and professional information about Christopher A. Lubienski. It includes details about his educational background, research interests, academic positions, grants, publications, and other professional experience. Specifically, it notes that he received a Ph.D. from Michigan State University in 1999, currently works as a professor at Indiana University, and his research focuses on education policy, politics, leadership, and issues of social justice and equity in urban education.
This document discusses using families' ways of knowing to enhance teaching and student learning. It defines culture and discusses understanding one's own heritage, region, family, gender, class, religion, and other identities. It introduces the concept of "funds of knowledge" and sharing knowledge from students' homes and communities. Examples are provided of projects that connect classroom learning to students' lives and culture. Guidelines are presented for contextualizing instruction for culturally and linguistically diverse students, such as beginning with students' existing knowledge and designing meaningful activities. The document stresses the importance of understanding other cultures, collaborating with families and communities, and providing support services to foster communication and a just learning environment for all.
This document discusses how online learning can both individualize education through tools like individual learning plans, as well as foster collaboration through programs that bring together diverse groups of learners. It provides examples of the Individualized Learning Plan (ILP) used in Rhode Island schools to customize education to each student's needs and interests. It also describes the European Literacy and Citizenship Education (ELICIT) program that forms international collaborations among learners. The United Nations Educational, Scientific and Cultural Organization (UNESCO) advocates for educational programs that develop students' technological, cultural, numeracy and literacy skills to prepare them for the 21st century. It argues individualization and collaboration can be harmonized in innovative curriculum design that enhances learning
Katia Sol Madjidi has over 15 years of experience in transformative education, leadership development, and international community work. She is currently a PhD candidate focusing on transformative learning and leadership. Her areas of expertise include indigenous knowledge, social transformation, environmental education, and experiential learning.
Mapping Indigenous Paradigms, Research, and Practice in the World Indigenous ...Che-Wei Lee
This document provides an in-depth analysis of the World Indigenous Nations Higher Education Consortium (WINHEC) and its role in advancing indigenous higher education worldwide. It identifies four existing theories and proposes two new theories that help explain WINHEC's operations. Social mapping, archival analysis, and discourse analysis were used to examine WINHEC's indigenous paradigms and practices. The findings suggest that both indigenous and non-indigenous groups play important symbiotic roles in furthering indigenous higher education globally, and that WINHEC makes significant contributions to indigenous engagement and representation in higher education.
Education for a Global Perspective PresentationTom Lyons
Education for a Global Perspective (EGP) was created to incorporate global awareness into school curriculums. EGP is based on the premises that education is central to humanity's survival, a radical shift is needed in how we view global issues, and the modern world requires a new philosophical framework in schools. EGP's conceptual frames include commonality and diversity, global interdependence, biocentrism, self-esteem and responsibility, systems thinking, and a futures perspective. It addresses issues like sustainability, environments, ecology, peace, quality of life, human rights, and social justice.
The document discusses the importance of developing global competency in students. It argues that teaching students about the world should be integrated across all subjects, not taught as a separate subject. Developing key abilities like communicating across cultures and understanding different perspectives is important. Schools should think globally and leverage international resources to better prepare students for global challenges. Questions are raised about how schools are developing global competency and the implications for teacher professional development.
United Board for Christian Higher Education in Asia reports its activities and accomplishments and their impact with Colleges and University Partners across Asia
The document summarizes information about several organizations that support lifelong learning and adult education. It discusses the Coalition of Lifelong Learning Organizations (COLLO), which brings together leaders to advance knowledge and take action to benefit adult learners. It also outlines the services provided by organizations like the American Association for Adult and Continuing Education (AAACE), the Council for Adult and Experiential Learning (CAEL), and the UNESCO Institute for Lifelong Learning, which promote policies and programs to expand access to learning opportunities.
The document describes the Master of Arts in Interdisciplinary Studies: Focus in International Service-Learning & Leadership (MAIS) program. The 18-month program is a collaboration between Portland State University, the University of Technology in Jamaica, and Universidad Autónoma de Guadalajara in Mexico. Students take courses in intercultural communication and complete volunteer service placements in two countries, focusing on leadership and social services. The program begins in the US and includes a term abroad in either Jamaica or Mexico, combining academic study with hands-on experience in diverse cultural contexts.
The document discusses several organizations that support lifelong learning. The Coalition of Lifelong Learning Organizations (COLLO) brings together leaders of adult education to exchange information and collaborate. Other groups discussed include the American Association for Adult and Continuing Education, National Institute of Adult Continuing Education, UNESCO Institute for Lifelong Learning, and Council for Adult and Experiential Learning. Each organization works to promote opportunities for lifelong learning and its benefits.
NCC Internationalization: Resources for Teaching Local-Global Connections Acr...Jen Westmoreland Bouchard
This document discusses internationalization efforts at Normandale Community College. It began in 2016 with two U.S. Department of Education grants to support language and culture-focused study abroad programs and develop an International Experience Certificate. The campus-wide internationalization initiative is run through the International Experience Center and aims to foster intercultural competence, multilingualism, and local-global connections across disciplines. It defines what it means to be "global-ready" and provides resources to support internationalization, including speaker series, research sites, and professional development opportunities. The document invites reflection on current practices and continuing collaboration.
The document summarizes information about several organizations that support lifelong learning and adult education. It discusses the Coalition of Lifelong Learning Organizations (COLLO), which brings together leaders to advance knowledge and take action to benefit adult learners. It also outlines the services provided by organizations like the Council for Adult and Experiential Learning (CAEL) and their audiences. Finally, it provides information on the mission and programs of the American Association for Adult and Continuing Education (AAACE) and the UNESCO Institute for Lifelong Learning.
The document summarizes information about several organizations that support lifelong learning and adult education. It discusses the Coalition of Lifelong Learning Organizations (COLLO) which brings together leaders to advance access to education. It also outlines the mission and activities of the American Association for Adult and Continuing Education (AAACE) to provide leadership in the field through research, conferences, and special interest groups. Finally, it briefly describes the UNESCO Institute for Lifelong Learning and their advocacy for holistic education systems in Africa.
This document discusses the challenges that cultural diversity poses for global teachers. It defines culture and notes that people are set apart primarily by their cultures. It emphasizes that multicultural education enables teachers to value the differences in prior knowledge and experiences that students from diverse backgrounds bring to the classroom. The document provides suggestions for teachers on how to be sensitive to diversity, including avoiding assumptions, getting to know each student, and infusing multicultural materials. It outlines guiding principles for multicultural education, such as equitable opportunities for all students and eliminating stereotypes.
This document discusses diversity at Virginia Tech through three main topics:
1) It defines diversity and provides a brief history of African American students and prominent figures at Virginia Tech before and after segregation.
2) It describes the Lee Hall controversy and the creation of the MOSAIC theme housing program to promote diversity on campus.
3) It outlines the various diversity programs and initiatives at Virginia Tech including the Office of Diversity and Inclusion, diverse academic programs and student organizations, and Virginia Tech's diversity plan.
This document discusses the importance and rationale for integrating global competence and global education into K-12 curricula in the United States. It provides evidence from test rankings, government mandates, frameworks like Common Core that call for students to develop global skills and perspectives, and the practices of high-performing education systems like Singapore's. The document suggests global education can be integrated into any subject area or grade level to help prepare students for a globally connected world.
The document summarizes a project that brought local voices to policymaking on education integration and diversity in Europe. The project engaged citizens panels across 5 countries to develop policy recommendations. The panels included marginalized youth to empower them. Key recommendations focused on inclusive education, combating segregation, language support, intercultural competences, empowering youth, and working with media. Participants emphasized the need to include affected groups in policy discussions.
This document discusses factors that positively impact Aboriginal and Torres Strait Islander education. It emphasizes understanding students' history and culture, developing respectful relationships with Indigenous communities, and allowing Indigenous groups to represent their own perspectives in curriculum. The document also stresses that while some experiences are shared across Indigenous Australia, there is also great diversity between and within Aboriginal and Torres Strait Islander communities and cultures.
Children's Right to be Heard: Listening Carefully to Children CandKAus
Do you think your mum knows everything you do here?
No, my mum doesn't know everything I do here. She doesn't know
about our talks. She doesn't know that we talk about being grown
ups and being kids. She doesn't know that we talk about tricky
things.
Lachlan (4.1 years)
CONT...
My mum thinks I play with blocks and cars and do painting. She
doesn't know that we talk about feelings and about being grown
ups. She doesn't know that we talk about tricky things. I don't
think she knows that we talk about how to solve problems either.
Oliver (4.3 years)
My mum
The document discusses using web tools and social media in 21st century European classrooms. It advocates for creating learning communities through social networks and media to make learning a continuous process. Some tools highlighted include using Second Life to play "Guess the Country" to teach English, Moodle for exam preparation, and Facebook, StoryboardThat and Padlet to collaboratively create history comics. Harnessing social media gives students authentic audiences and removes hierarchies in learning.
UNESCO Associated Schools Guide for National Coordinatorsjavsk
This document provides guidance for national coordinators of UNESCO Associated Schools. It introduces the UNESCO Associated Schools Project Network (ASPnet), which has over 7,900 member schools in 176 countries working to promote UNESCO's ideals of peace and improving education quality. The document outlines ASPnet's orientations, priorities, and strategies, which include supporting Education for All goals, the UN Millennium Development Goals, sustainability education, and teacher training. It also describes various ASPnet projects and initiatives in areas like HIV/AIDS prevention, poverty reduction, and heritage education.
This document provides biographical and professional information about Christopher A. Lubienski. It includes details about his educational background, research interests, academic positions, grants, publications, and other professional experience. Specifically, it notes that he received a Ph.D. from Michigan State University in 1999, currently works as a professor at Indiana University, and his research focuses on education policy, politics, leadership, and issues of social justice and equity in urban education.
This document discusses using families' ways of knowing to enhance teaching and student learning. It defines culture and discusses understanding one's own heritage, region, family, gender, class, religion, and other identities. It introduces the concept of "funds of knowledge" and sharing knowledge from students' homes and communities. Examples are provided of projects that connect classroom learning to students' lives and culture. Guidelines are presented for contextualizing instruction for culturally and linguistically diverse students, such as beginning with students' existing knowledge and designing meaningful activities. The document stresses the importance of understanding other cultures, collaborating with families and communities, and providing support services to foster communication and a just learning environment for all.
This document discusses how online learning can both individualize education through tools like individual learning plans, as well as foster collaboration through programs that bring together diverse groups of learners. It provides examples of the Individualized Learning Plan (ILP) used in Rhode Island schools to customize education to each student's needs and interests. It also describes the European Literacy and Citizenship Education (ELICIT) program that forms international collaborations among learners. The United Nations Educational, Scientific and Cultural Organization (UNESCO) advocates for educational programs that develop students' technological, cultural, numeracy and literacy skills to prepare them for the 21st century. It argues individualization and collaboration can be harmonized in innovative curriculum design that enhances learning
Katia Sol Madjidi has over 15 years of experience in transformative education, leadership development, and international community work. She is currently a PhD candidate focusing on transformative learning and leadership. Her areas of expertise include indigenous knowledge, social transformation, environmental education, and experiential learning.
The document is a report by the OECD on school funding policies in different countries. It contains:
1) An introduction explaining the importance of school funding policies and how they can help governments achieve education objectives through efficient and equitable allocation of resources.
2) An analysis of school funding policies in 18 education systems that participated in the OECD project, looking at how funding is raised and spent, how it is distributed to schools, budget planning procedures, and monitoring and evaluation of spending.
3) A discussion of key issues in governing school funding, distributing resources, planning budgets, and evaluating resource use to inform policy development.
Living Proof... by the staff at Ditmas Intermediate School 62Denise Lewis
The document summarizes a project by students at Intermediate School 62 in Brooklyn, New York to produce a video called "Living Proof: The Holocaust Happened". The project brought together students from different cultures and religions to share perspectives on the Holocaust and examine the realities of war and genocide. It provides resources for educators on collaborative projects and platforms that enable connecting classrooms globally to study issues like wildlife migration and global problems.
UNESCO Project in Uzbekistan: Open Education for a Better Worldnwahls
The document discusses a UNESCO project in Uzbekistan aimed at improving foreign language instruction through open education. Specifically:
1. It identifies high failure rates among foreign language teachers in Uzbekistan and low English language skills.
2. The project goals are to review an existing online pilot course, connect it with a virtual intercultural exchange program, and publish an open textbook.
3. Recommendations include connecting mentors with local instructional designers, using an open course template, and incorporating collaborative and intercultural learning pedagogies.
The document describes several internship opportunities in Berdyansk, Ukraine through the organization LC Berdyansk. The opportunities include working on ecological education projects to raise awareness of Ukrainian youth about global environmental issues, participating in an international youth exchange program involving 30 countries, and running educational and leadership programs at summer camps for children. The internships provide accommodation and meals, last between 1-3 months, and require English skills along with experience in areas like presentation, facilitation, teaching, or leadership development. Qualified international students are encouraged to apply.
The document summarizes a project by students at Intermediate School 62 in Brooklyn, New York to produce a video called "Living Proof: The Holocaust Happened". The project brought together students from different cultures and religions to share perspectives on the Holocaust and examine the realities of war and genocide. It provides resources for educators on collaborative projects and organizations that connect classrooms globally to study issues like wildlife migration, global issues, and finding solutions to problems.
The Asia Society Partnership for Global Learning uses technology to connect K-12 students worldwide through interactive videoconferencing, streaming video, social networking, and participatory filmmaking. The Global Nomads Group aims to foster dialogue and understanding among youth by bridging cultural boundaries and instilling appreciation for different cultures. Their programs assist teachers with innovative lesson plans using interactive technologies and address educational standards through globally focused learning opportunities.
Education, communication and public awareness for green growth CARECOECD Environment
The document discusses strategies for promoting education for sustainable development (ESD) in Central Asia, including leadership programs, integrating sustainable development principles into education systems, and initiatives like "Green Packs" to educate teachers and students. It outlines the three stages and approaches of the CAREC ESD Programme and several flagship initiatives, including the Central Asian Leadership Program and projects on water education.
Title Slide:
- Title: Multicultural and Global Literacy for College Students
- Subtitle: Navigating Diversity in Today's World
- Presenter's Name
- Date
Slide 1: Introduction
- Importance of Multicultural and Global Literacy
- Definition and Scope
- Objectives of the Presentation
Slide 2: Understanding Cultural Diversity
- Definition of Culture
- Elements of Culture (Language, Values, Beliefs, Customs)
- Importance of Cultural Competence
Slide 3: Globalization and Diversity
- Impact of Globalization on Culture
- Cultural Exchange and Interconnectedness
- Challenges and Opportunities
Slide 4: Benefits of Multicultural and Global Literacy
- Enhanced Communication Skills
- Increased Empathy and Understanding
- Opportunities for Personal and Professional Growth
Slide 5: Cultivating Multicultural Competence
- Developing Cultural Awareness
- Practicing Cultural Sensitivity
- Building Intercultural Communication Skills
Slide 6: Strategies for Global Literacy
- Learning a Second Language
- Studying Abroad Programs
- Engaging with International Communities
Slide 7: Overcoming Cultural Barriers
- Addressing Stereotypes and Prejudices
- Promoting Inclusivity and Equity
- Embracing Diversity as a Strength
Slide 8: Resources for Further Learning
- Books, Articles, and Websites
- Cultural Events and Workshops
- Campus and Community Organizations
Slide 9: Case Studies and Examples
- Real-life Examples of Multicultural Competence
- Success Stories of Global Literacy
Slide 10: Conclusion
- Recap of Key Points
- Call to Action: Embracing Diversity and Pursuing Global Literacy
- Thank You
Slide 11: Q&A
- Open Floor for Questions and Discussion
Closing Slide:
- Contact Information
- Follow-up Resources
- Social Media Handles
How lifelong learning shapes sustainable developmentRika Yorozu
Presented in the International Seminar on Empowering Community Learning Centers in Enhancing Learning Society through Education for Sustainable Development (Jakarta, Indonesia, 2 – 5 September 2014)
KADE is a development education center located in Tralee, Ireland that was established in 1993. It operates Kerry's Development Education Centre and works to increase skills, knowledge and understanding of global issues among groups in Kerry. KADE receives funding from the Irish Department of Foreign Affairs and other Irish organizations. It coordinates educational activities like a yearly intercultural event and maintains a website and library. KADE aims to support civil society participation in development through critical and empowering development education approaches. It seeks to address power imbalances and include diverse perspectives from the global South in its work.
Sanjeev Rai has over 15 years of experience working in education in India and Qatar. He has held senior positions at Education Above All, Save the Children, UNICEF, Aga Khan Foundation, and CARE India. His experience includes developing education strategies, managing programs, building partnerships, conducting research, and publishing articles. He has a PhD in Education from the University of Delhi and specializes in issues related to education in conflict areas.
The document outlines a group project on education in India. It divides responsibilities among group members to cover different topics: Marian will cover the history and background of India's education system, Gaynor will critique the World Bank website on elementary education, Alicia will critique a website promoting international secondary schools in India, and Sasha will cover higher education and draw conclusions. The document provides context on India's population demographics, history, and current education system challenges at elementary, secondary, and higher education levels.
The document outlines UNESCO's implementation of its Strategy on African Youth from 2009-2013. It describes 42 projects across 3 global objectives: 1) Strengthening knowledge building and research on youth issues through 13 projects in various African countries, 2) Fostering youth policy development through 26 projects, and 3) Promoting youth participation and inclusion through 42 projects. The projects engaged various partners and aimed to address issues like education, civic engagement, employment, and violence prevention for African youth.
DISTANCE EDUCATION AND AFRICAN STUDENTS” College of Agriculture and Environme...Bart Rienties
The document discusses a project exploring the role of distance education in Africa using the University of South Africa (UNISA) as a case study. The project has teams in the UK and South Africa and uses methods like questionnaires, interviews, and learning analytics data from UNISA courses. The goals are to examine equitable access to distance education for African students, assess and improve quality of education, and advance theoretical understandings of distance education through a postcolonial framework. The project takes a multidisciplinary approach and involves collaboration between various universities.
This document summarizes a presentation on preparing children for 21st century global citizenship. It contains the following key points:
1. The presentation discusses trends in cultural diversity in Australia, including high levels of immigration and an increasing proportion of Australians who were either born overseas or have parents born overseas. It also notes challenges to social cohesion such as discrimination reported in surveys.
2. It considers the implications of these social cohesion challenges for early childhood education, and discusses how programs currently address this. Global Citizenship Education is presented as a way to promote social cohesion.
3. Global Citizenship Education aims to develop critically aware, global citizens as outlined by the UN. The Early Years Learning Framework also emphasizes identity
This document summarizes the education and experience of Katie Petitt. She has a Masters in International Peace Studies from the United Nations University for Peace in Costa Rica and a Bachelors in Peace Studies from Whitworth University. Her experience includes working for various non-profits in the fields of international development, refugee services, and peacebuilding in locations such as Morocco, Ethiopia, and Washington D.C. She has experience managing programs, fundraising, and developing strategies.
By: Khitam Al-Utaibi
iEARN-Jordan Representative
ALC 5th Annual “Shaping the Way We Teach” Conference
“Promoting Equality in the English Language Classroom: Making Every Learner’s Chance to Succeed the Same -- Regardless of Gender, Social Standing, or Geography”
January 19, 2013
Amman, Jordan
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Promoting Global Education: Programs, Products, and Partnerships
Dan Prinzing, Ph.D.
Wassmuth Center for Human Rights
Boise, Idaho
dan@wassmuthcenter.org
Travel is fatal to prejudice, bigotry, and narrow-mindedness, and many of our people need it
sorely on these accounts. Broad, wholesome, charitable views of men and things cannot be
acquired by vegetating in one little corner of the earth all one’s lifetime. Mark Twain, 1869.
International Education Initiative (Idaho State Department of Education) 2003-2006:
Designed to bring the world into the classrooms of the geographically-large, population sparse
state of Idaho, as the SDE Coordinator of International Education, Dr. Prinzing championed the
2003 initiative’s three objectives: 1. integrate a global perspective into the state’s content
learning standards; 2. support exchange opportunities for Idaho teachers and students; and
3. develop partnerships with international education stakeholders.
Idaho Content Learning Standards:
Creation and implementation of a K-12 global perspective content learning standard
infusing global connections, cultures, and issues into all social studies courses;
Revision of the K-12 geography content learning standard to create two separate
standards: Eastern Hemisphere Geography and Culture and Western Hemisphere
Geography and Culture; and
Revision of the K-12 western civilization content learning standard to create a new
standard on World History and Civilizations – integrating more of a focus on the Eastern
Hemisphere.
Exchange Opportunities and Partners:
Partnership: Boise State University - Designed as a culminating project for a student
participating on an outbound exchange, a performance assessment, correlated to the
Idaho Content Standards for Humanities, was designed to demonstrate student learning
gained through international exchange and study. The assessment instrument is scored
for the documentation of credit to be granted by Boise State University.
Partnership: AFS Intercultural Programs – The Idaho Intercultural Exchange Guide was
created to provide Idaho school districts with clear guidelines and sample policy
language to support the sending of outbound and the receiving of inbound exchange
students.
International Education Stakeholders:
Chair (2003-2006) – Idaho International Education Taskforce in collaboration with the
States Institute for International Education in the Schools sponsored by the Asia Society.
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The task force included state legislators, educators, and representatives from student
exchange organizations.
State Leader and Member of the US Advisory Group (2005 – 2010) – Civitas Cooperative
Exchange Program / Center for Civic Education funded by the U.S. Department of
Education
Board of Directors (2007-2011) – Idaho International Visitors Program
Education Mission:
Recognizing the long-term impact in the classroom of providing Idaho teachers and
administrators with a first-hand exploration of another country or culture, education missions
began as a mechanism for fostering a commitment to global education. Each of the missions
has been grant-funded; the only cost to the participants has been the commitment to develop a
comprehensive lesson plan that transfers individual learning into classroom teaching.
Designed and conducted by Dr. Prinzing, the following missions have occurred: Germany
(2004), China (2004), Germany (2005), Republic of Ireland and Northern Ireland (2005), Basque
Region of Spain (2005), Mexico (2006), China (2006), Jordan (2006), Republic of Ireland and
Northern Ireland (2007), China (2007), Netherlands, Germany, Poland (2007), Northern Ireland
(2008), South Korea (2008), Germany (2009), Jordan (2009), China (2010), Jordan (2011), Japan
(2011), Colombia and Ecuador (2013), Jordan and Israel (2013), and Germany (2014).
Curriculum development:
Creation of over 75 classroom lesson plans integrating country or region specific
information into language arts, social studies and visual arts courses
Creation of a model senior project that integrates an international framework into
senior American Government, Economics, and Language Arts
Mission partners / funders:
Germany (2) – The Goethe Institut, Washington, D.C.
South Korea – The Korea Society, NY
Japan – The Japan Foundation Center for Global Partnerships, NY
Jordan (2) – The Center for Civic Education Civitas Cooperative Exchange Program, CA
Republic of Ireland / Northern Ireland (2) - The Center for Civic Education Civitas
Cooperative Exchange Program, CA
International Presentation:
The Center for Civic Education’s Civitas International Programs bring exemplary civic education
curricula to students worldwide in partnership with organizations in the United States and in
eighty countries. Sharing experience and best practice in the field, Dr. Prinzing has been a
featured presenter at conferences and workshops in Nigeria (2004), Belgium (2005), Poland
(2006), Northern Ireland (2006), Republic of Ireland (2007), Germany (2007), Argentina (2007),
Morocco (2008), Montenegro (2008), Dominican Republic (2009), South Africa (2009), Colombia
(2010), Indonesia (2010), Northern Ireland (2010), and Colombia (2011).
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Dr. Prinzing presented at the annual Children’s Identity & Citizenship in Europe conference in
the United Kingdom (May 2012).
Publication:
Fayez, S. & Prinzing, D. (2010). Promoting U.S. – Middle Eastern Cultural Understanding Through
Youth Exchange. Innovation through Education: Building the Knowledge Economy in the Middle
East. Institute of International Education, NY.
Prinzing, D. (2009). Human Rights Education. Democratic Citizenship 5-6: 32-33. (Published by
Civic Initiatives in Belgrade, Serbia.)
Featured in Publication:
Barton, R. (2009). A Citizen of the World. Northwest Education, 14, (2), 28-32.
International Project Work:
Civitas Cooperative Exchange Program (2005 to present) – managing site director in the
exchange of ideas, professional development, capacity building, and research and evaluation in
civic education with Co-operation Ireland in Dublin, Republic of Ireland and Belfast, Northern
Ireland. (Project partner: The Center for Civic Education (CA), funded by the U.S. Department of
Education)
Jordan E-Enabled Civic Education (2006-2008) – project manager for the creation of 17 e-
learning civic education lessons for use in the King’s Discovery School. (Project partners: The
Center for Civic Education (CA), the Jordanian Center for Civic Education Studies and the
Jordanian Ministry of Education, funded by the Middle East Partnership Initiative (MEPI), U.S.
Department of State)
Global LEAP (2007) – design and deliver a three-week leadership program in Idaho for 21
visiting school administrators from Bolivia, Ecuador and Venezuela. The project included a pre-
program needs assessment conducted in each of the countries. (Project partner: AFS
Intercultural Programs (NY), funded by the Bureau of Cultural Affairs, U.S. Department of State)
Reconciliation through Civic Education (2007-2008) – project trainer on the integration of civic
education for 70 Kosovar educators in Prishtina, Kosovo. The project included a training of
trainers for Kosovar teachers meeting in Macedonia. (Project partners: The Center for Civic
Education (CA) and Civitas Kosova; funded by USAID/Kosovo)
Civitas Cooperative Exchange Program (2008 to present) – managing site director in the
exchange of ideas, professional development, capacity building, and research and evaluation in
civic education with the Jordanian Center for Civic Education Studies in Amman, Jordan and
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Fundacion Presencia in Bogota, Colombia. (Project partner: The Center for Civic Education (CA),
funded by the U.S. Department of Education)
Reconciliation through Civic Education in the Balkans (2008-2010) – curriculum developer and
trainer in the integration of human rights in education for democracy. The project included a
curriculum presentation for the project partners steering committee meeting conducted in
Montenegro; teacher training in Prishtina, Kosovo, Belgrade, Serbia and Sarajevo, Bosnia &
Herzegovina; training of trainers with teachers selected from the three program countries
meeting in Montenegro; and a human rights / democracy camp for 120 high school students
selected from the three program countries meeting in Macedonia. (Project partners: The
Center for Civic Education (CA), Civitas Kosova, Civic Initiatives (Serbia) and Civitas Bosnia and
Herzegovina, funded by the Bureau of Democracy, Human Rights and Labor, U.S. Department of
State)
Human Rights and Project Citizen: A Framework for Building Community (2009-2010) – chief
collaborator and director of a two-year qualitative study on the impact of integrating human
rights education in education for democracy. The project included data collection (individual
and group interviews, document review, and school site visits) in Colombia, Jordan, Northern
Ireland, the Republic of Ireland, Bosnia & Herzegovina, Kosovo, and Serbia. (Funded by the
M.J. Murdock Charitable Family Trust)
Youth LEAD (2009) – design and deliver a three-week two-way exchange and a year-long
leadership program for 36 high school students from Idaho (18), Jordan (6), Israel (6), and
Palestine (6). The project included a pre-program needs assessment and follow-up visit
conducted in each of the countries. (Project partner: AFS Intercultural Programs (NY), funded
by the Bureau of Cultural Affairs, U.S. Department of State)
Civic Education for Participation and Tolerance in Thailand (2010) – trainer in education for
democracy for 21 government officials meeting in Chanthaburi, Thailand. (Project partners:
The Center for Civic Education and King Prajadhipok's Institute (Thailand), funded by the Bureau
of Democracy, Human Rights and Labor, U.S. Department of State)
An Integrated Approach to Civic Education (2010) – trainer in human rights and education for
democracy for 35 teachers in Kochi, India. (Project partners: Indiana University School of
Education (Bloomington), Project Citizen India and Learning Links Foundation (India); funded by
the Indiana University School of Education and the Center for International Education and
Social Studies)
5. 5
Global Youth LEAD (2010-2013) – design and deliver a semester online leadership program
linking high school students in Idaho and Jordan. The project includes leading a student
delegation to the Hashemite Kingdom of Jordan for an intense study of Jordanian / Arabic
history and culture. (Project partner: The Jordanian Center for Civic Education Studies; funded
by the Privon Family Foundation (ID) and the Idaho Human Rights Education Center)
Civic Education for Participation and Tolerance in Thailand (2011) – qualitative researcher on
the institutionalization of civic education in Thailand. The project included data collection
(interviews, policy review, and site visits) in Bangkok, Thailand. (Project partner: The Center for
Civic Education, funded by the Bureau of Democracy, Human Rights and Labor, U.S.
Department of State)
International Education Leadership Program and Exchange (2011-2013) – design and deliver a
two-way exchange and a year-long leadership program for 18 high school students from Idaho
(6) and Japan (12). The project includes conducting a pre-program orientation for the
participating students in Japan. (Project partners: Boise State University and Hosei University
(Japan), funded by the Japan Foundation Center for Global Partnerships)
Building Civil Society Capacity to Promote Democratic Reform and Human Rights through Civic
Education in Burma (2011) – curriculum developer and consultant for teacher training in
Burma. The project included a series of meetings with Buddhist monks in Bangkok, Thailand.
(Project partner: The Center for Civic Education, funded by the Bureau of Democracy, Human
Rights and Labor, U.S. Department of State)
Integrating Human Rights in Education for Democracy (2012) – teacher trainer. Scheduled as a
technical assistance mission to Caracas, Venezuela, the training examined the integration of
key human right principles into the Project Citizen curriculum program for use in the schools in
the municipality of Sucre. (Project partners: Fundacion Presencia (Colombia) and Civitas
Venezuela, funded by the Organization of American States)
Thai Model of Civic Education Curriculum Development (2012) – workshop presenter. The
presentation was scheduled as a follow-up to the 2011 research on the institutionalization of
civic education in Thailand. Conducted at the Amantee-House of Oriental-Cheng Wattana in
Bangkok, Thailand, the workshop stakeholders included representatives from the Election
Commission of Thailand, Thai PBS, the Office of Political Council, King Prajadhipok’s Institute,
the Bureau of Academic Affairs and Educational Standards in the Office of Basic Education, the
Institute of Public Policy Studies, and Friedich-Ebert-Stiftung. (Funded by Friedich-Ebert-
Stiftung)
Burma Outreach and Distance Education Project: Capacity Building for Change (2012) –
workshop trainer “Strengthening Civil Society: A Course on Pluralism, Coalition Building,
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Advocacy and Engagement”. Conducted at the American Center in Yangon, Myanmar, the
week-long training was the concluding module in a four module course designed to increase
the capacity of CSOs in Burma to organize, mobilize communities, and through effective
advocacy, engage the Government of Burma and non-governmental bodies and actors on key
civic issues and policy reform. Participants represented nine civil society non-government
organizations operating throughout the country. (Project organizer: World Learning, funded by
USAID)
Integrating Human Rights in Basic Education (2013) - trainer. Scheduled as a technical
assistance mission to Bangkok, Thailand, the training for 250 education coordinators examined
the integration of key human right principles into the curriculum for basic education. (Funded
by the Thailand Ministry of Education)
Presidential Elections (2014) – international observer. Accredited by the Presidential Election
Commission, Egypt, and selected by Democracy International (Washington, D.C.) for the May
Presidential Elections.