Serbia IX Gymnasium
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This document discusses implementing a World Heritage Education Programme into school curricula. It provides an example of leather manufacturing in Fes, Morocco, which some students felt was not interesting or environmentally friendly. However, it is a unique cultural heritage site that attracts tourism. The document argues this programme could be implemented through an existing Civic Education course, which teaches similar concepts like diversity, tolerance, and cultural responsibility. Both aim to promote critical thinking and participation. Integrating the World Heritage material may be preferable to adding a new subject, to avoid overloading students.
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Globalization and education
The document discusses 5 influences of globalization on secondary education students ranked from most to least influential:
1. Popular culture, which sees advertisers using pop culture connections to promote brands in schools.
2. Social media and the internet, which is shaping global communities and could lead to worldwide classrooms.
3. Multiculturalism, which globalization has forced educators to embrace and could lead to a global oneness.
4. The global community, for which students have less sense of traditional community support systems.
5. The state, which may have the greatest impact on educators as local autonomy is lost over educational decisions.
International day of education
The United Nations General Assembly proclaimed January 24th as International Day of Education to celebrate the role of education in peace and development. Education is recognized as essential to achieving sustainable development goals and is a basic human right. However, millions of children worldwide still lack access to education due to poverty, conflict, or other challenges. The 2021 International Day of Education will focus on recovering and revitalizing education in the wake of COVID-19 through collaboration and innovation.
Connections between Education & Globalization
This document discusses several trends and issues facing education systems. It notes that societies are becoming increasingly ethnically diverse and schools must teach social awareness and cultural competency. Technology is also transforming all aspects of life and education systems are working to develop students' technology skills. However, growing diversity presents teachers with challenges to understand the various cultural needs of students. Other issues discussed include implementing Common Core standards, ensuring equal access to education for students in poverty, and preparing all students to compete in a globalized world.
Global education
Global education aims to develop global citizens who are aware of political, economic, social, and environmental issues worldwide. It has four pillars: learning to know through developing skills like critical thinking; learning to do through applying knowledge creatively; learning to live together by managing relationships; and learning to be through developing all aspects of one's character. A global teacher is prepared to teach students anywhere using both traditional and modern methods to promote social justice, sustainability, cultural diversity, and an understanding of global interdependence. Global education starts with teachers developing youth who are aware of and can help address local and global challenges to build a just future for all.
HE Economic Revitalization_Atlanta
The document summarizes an event hosted by the British Council on the role of higher education in economic revitalization. The event was part of a two-year series examining partnerships between US and UK higher education institutions. The purpose of the event was to discuss how university partnerships with government and private industry can support economic growth in regions needing development. The agenda included panels on the role of universities in propelling low-skill regions to the knowledge economy through research, workforce training, and innovation.
_ChAracteristics-of-Globalization-as-Linked-to-Education
Globalization has influenced education in several ways:
1) It has made education more international by opening up job and learning opportunities worldwide.
2) Institutions have increasingly marketed and "commodified" their education programs to attract a global audience, treating students as consumers.
3) The spread of internet access has made self-directed learning and education from institutions around the world accessible to more people.
4) Globalization is creating a more global culture and making learners more aware of worldwide issues as borders and isolation decrease.
Hold the Front Page: The Story of MOOCs in the Irish Media
This document summarizes research on how MOOCs have been portrayed in the traditional newspaper media in Ireland. The research found that the majority of reporting was descriptive rather than interpretative, and took a positive stance. Most coverage came from elite institutions and focused on themes like increasing access, reducing costs, and supporting student readiness. However, the "real story behind the story" may be about political and funding issues in Irish higher education, including a restrictive funding model and lack of support for flexible learners. The conclusion is that MOOCs have become inherently political and are fundamentally about debates around the future of education.
Probus Talk
The document discusses the importance of developing key skills in students to prepare them for a globalized world. It emphasizes gaining life experiences through exposure to different cultures and environments. The two-stage process for schools to achieve an international award is described, involving creating an action plan with at least seven international curriculum activities and later evaluating their impact. Quotes highlight themes of global cooperation, independence of thought, and understanding different peoples to overcome bigotry.
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Globalization and education
The document discusses 5 influences of globalization on secondary education students ranked from most to least influential:
1. Popular culture, which sees advertisers using pop culture connections to promote brands in schools.
2. Social media and the internet, which is shaping global communities and could lead to worldwide classrooms.
3. Multiculturalism, which globalization has forced educators to embrace and could lead to a global oneness.
4. The global community, for which students have less sense of traditional community support systems.
5. The state, which may have the greatest impact on educators as local autonomy is lost over educational decisions.
International day of education
The United Nations General Assembly proclaimed January 24th as International Day of Education to celebrate the role of education in peace and development. Education is recognized as essential to achieving sustainable development goals and is a basic human right. However, millions of children worldwide still lack access to education due to poverty, conflict, or other challenges. The 2021 International Day of Education will focus on recovering and revitalizing education in the wake of COVID-19 through collaboration and innovation.
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This document discusses several trends and issues facing education systems. It notes that societies are becoming increasingly ethnically diverse and schools must teach social awareness and cultural competency. Technology is also transforming all aspects of life and education systems are working to develop students' technology skills. However, growing diversity presents teachers with challenges to understand the various cultural needs of students. Other issues discussed include implementing Common Core standards, ensuring equal access to education for students in poverty, and preparing all students to compete in a globalized world.
Global education
Global education aims to develop global citizens who are aware of political, economic, social, and environmental issues worldwide. It has four pillars: learning to know through developing skills like critical thinking; learning to do through applying knowledge creatively; learning to live together by managing relationships; and learning to be through developing all aspects of one's character. A global teacher is prepared to teach students anywhere using both traditional and modern methods to promote social justice, sustainability, cultural diversity, and an understanding of global interdependence. Global education starts with teachers developing youth who are aware of and can help address local and global challenges to build a just future for all.
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The document summarizes an event hosted by the British Council on the role of higher education in economic revitalization. The event was part of a two-year series examining partnerships between US and UK higher education institutions. The purpose of the event was to discuss how university partnerships with government and private industry can support economic growth in regions needing development. The agenda included panels on the role of universities in propelling low-skill regions to the knowledge economy through research, workforce training, and innovation.
_ChAracteristics-of-Globalization-as-Linked-to-Education
Globalization has influenced education in several ways:
1) It has made education more international by opening up job and learning opportunities worldwide.
2) Institutions have increasingly marketed and "commodified" their education programs to attract a global audience, treating students as consumers.
3) The spread of internet access has made self-directed learning and education from institutions around the world accessible to more people.
4) Globalization is creating a more global culture and making learners more aware of worldwide issues as borders and isolation decrease.
Hold the Front Page: The Story of MOOCs in the Irish Media
This document summarizes research on how MOOCs have been portrayed in the traditional newspaper media in Ireland. The research found that the majority of reporting was descriptive rather than interpretative, and took a positive stance. Most coverage came from elite institutions and focused on themes like increasing access, reducing costs, and supporting student readiness. However, the "real story behind the story" may be about political and funding issues in Irish higher education, including a restrictive funding model and lack of support for flexible learners. The conclusion is that MOOCs have become inherently political and are fundamentally about debates around the future of education.
Probus Talk
The document discusses the importance of developing key skills in students to prepare them for a globalized world. It emphasizes gaining life experiences through exposure to different cultures and environments. The two-stage process for schools to achieve an international award is described, involving creating an action plan with at least seven international curriculum activities and later evaluating their impact. Quotes highlight themes of global cooperation, independence of thought, and understanding different peoples to overcome bigotry.
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Globalization and-multicultural-literacies
This document provides an overview of a unit on globalization and multicultural literacies. The unit aims to help students understand and appreciate globalization while preserving local culture. It discusses how technology has made the world more connected and interdependent, posing both opportunities and challenges for education. Students must learn to engage with the global market while maintaining their own cultural identities and traditions. The document defines globalization as the increasing integration and interconnectedness of countries and peoples through reduced barriers to trade, communication and travel. It notes globalization can both strengthen communities and cause some to lose touch with local culture.
What Future for Education?
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This document discusses global citizenship education (GCE), which aims to equip learners with the knowledge, skills, values and attitudes needed to address global challenges. It recognizes that education must promote both universal values like justice, equality and respect, as well as respect for individual and cultural differences. The document outlines common elements of GCE, including fostering understanding of identity, global issues, critical thinking skills, social skills and collaborative action. It profiles both formal and informal approaches to GCE and enabling factors like supportive pedagogy and youth initiatives. While acknowledging ongoing debates, the document emphasizes that challenges should not prevent the practical implementation of GCE to help learners thrive in an interconnected world.
Caribbean education system
The education systems in Caribbean nations have faced several challenges. They have historically provided broad primary and secondary education but limited high school opportunities. There is also a problem of "duality" where quality is uneven. Recent issues include hundreds of qualified teachers emigrating and an outdated curriculum not preparing students for current job needs. Caribbean countries are working to implement reforms through collective efforts and national initiatives to improve their education systems for the future.
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This document discusses the relationship between globalization and nationalism, and the implications for education leaders. It notes that while globalization aims to integrate the world, nationalism has led to the fragmentation of nations. This fragmentation could persist and dilute the ability to address global problems. However, nationalism can also strengthen cultural identities. The document considers how education can balance these competing forces by developing global citizens while still promoting cultural diversity. It examines the various impacts of globalization on students' cultural, economic, physical, ethical, and academic lives.
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This document summarizes a project meeting held in Dabrova Gornicza, Poland from 16-23 May 2011. The meeting focused on educational support for future careers, including discussions on community-school partnerships, family-school partnerships, and specialized training in information technology, sports, and hairdressing. The document thanked attendees for their participation.
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This document summarizes the history and development of Bulgaria's educational system from past to present. It describes the first monastery schools in the past and then innovations over time, including the introduction of the Lancasterian Monitorial System in the 18th century. It discusses various educational philosophies and theorists that have influenced Bulgaria's system such as Montessori, Steiner, and Piaget. Finally, it outlines ongoing innovations in legislation, school structures, teaching methods, and a national priority of raising education quality for all students through access to preschool, vocational training, special needs support, adult education, improved facilities and teacher status.
Globaled2010
The document discusses how global education and technology can help create a culture of peace. It provides examples of how students in the 1980s used early technologies and online projects to connect across borders and conflicts. Global education aims to increase awareness of other cultures, commitment to respecting differences, and engagement in collaborative actions. The document highlights several ongoing international projects coordinated by iEARN that allow students to learn from each other on issues like environmental sustainability and migration. It calls for connecting all US schools to global education opportunities by 2016 to develop globally competent citizens who can address global challenges.
Disruptive Innovation and the New World of International Education
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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.
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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.
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Digital technologies can both continue and revolutionize efforts toward social inclusion and sustainable development through education. While technologies provide new opportunities, ensuring equal access and avoiding further exclusion will be important. Education has a key role to play in creating a more just, peaceful and sustainable world by empowering individuals and societies with knowledge and skills through approaches that integrate social, economic and environmental dimensions of sustainability.
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This document discusses the characteristics and competencies needed of a global teacher. It defines global education as promoting knowledge, attitudes, and skills for living responsibly in a multicultural world. A global teacher must have both strong character, such as commitment to students and accountability, as well as professional competencies including expertise in their subject, problem-solving skills, and the ability to implement technology in the classroom. Global teachers play an important role in preparing students for an increasingly interconnected world.
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This document provides an overview of a unit on globalization and multicultural literacies. The unit aims to help students understand and appreciate globalization while preserving local culture. It discusses how technology has made the world more connected and interdependent, posing both opportunities and challenges for education. Students must learn to engage with the global market while maintaining their own cultural identities and traditions. The document defines globalization as the increasing integration and interconnectedness of countries and peoples through reduced barriers to trade, communication and travel. It notes globalization can both strengthen communities and cause some to lose touch with local culture.
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The education systems in Caribbean nations have faced several challenges. They have historically provided broad primary and secondary education but limited high school opportunities. There is also a problem of "duality" where quality is uneven. Recent issues include hundreds of qualified teachers emigrating and an outdated curriculum not preparing students for current job needs. Caribbean countries are working to implement reforms through collective efforts and national initiatives to improve their education systems for the future.
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This document discusses the relationship between globalization and nationalism, and the implications for education leaders. It notes that while globalization aims to integrate the world, nationalism has led to the fragmentation of nations. This fragmentation could persist and dilute the ability to address global problems. However, nationalism can also strengthen cultural identities. The document considers how education can balance these competing forces by developing global citizens while still promoting cultural diversity. It examines the various impacts of globalization on students' cultural, economic, physical, ethical, and academic lives.
Bulgaria -the educational support
This document summarizes a project meeting held in Dabrova Gornicza, Poland from 16-23 May 2011. The meeting focused on educational support for future careers, including discussions on community-school partnerships, family-school partnerships, and specialized training in information technology, sports, and hairdressing. The document thanked attendees for their participation.
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UNESCO is a United Nations organization that promotes international cooperation in education, science, and culture. It outlines four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. The Philippines has adopted UNESCO's Education for All framework to provide universal basic education through early childhood care, quality primary education, eradicating illiteracy, and continuing education programs. The Philippines has also adopted the Millennium Development Goals to reduce poverty and improve health, education, gender equality, and the environment. UNESCO works with the Philippines on monitoring systems and multisectoral consultations to track progress on international commitments.
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This document summarizes the history and development of Bulgaria's educational system from past to present. It describes the first monastery schools in the past and then innovations over time, including the introduction of the Lancasterian Monitorial System in the 18th century. It discusses various educational philosophies and theorists that have influenced Bulgaria's system such as Montessori, Steiner, and Piaget. Finally, it outlines ongoing innovations in legislation, school structures, teaching methods, and a national priority of raising education quality for all students through access to preschool, vocational training, special needs support, adult education, improved facilities and teacher status.
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Disruptive Innovation and the New World of International Education
This document summarizes key points from a presentation by Professor Jeremy Williams at the AIEC2013 conference on the future of online education. It discusses the rise of MOOCs and how they will force professors to improve or be replaced online. It also outlines Coursera's plans to initially offer 20 courses from 23 university partners and integrate social networking features. Summers' quote on the unpredictability of change timelines is presented. The document then covers various roles that may emerge in blended learning models and trends suggesting growing demand for higher education globally through 2020.
Global Citizenship Education TOPICS AND LEARNING OBJECTIVES
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.
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This document summarizes resources from Oxfam and the Geographical Association on teaching about the global food crisis as a controversial issue. It provides context on the importance of learning about global issues according to young people. It then outlines strategies for teaching about the food crisis, including using empathy, deconstructing complex issues, and linking learning to responsible action. Teaching resources from Oxfam on the food crisis and food security are described. The document advocates for teaching controversial issues as an ongoing process that leads to real learning and action.
Their future our past slide_share
This document discusses the gap between the skills students learn in school and the skills needed in the workplace. It reviews several reports from the past few decades calling for reforms to better prepare students for the changing job market. The future will require students to have skills like critical thinking, problem solving, communication and collaboration to succeed in a global, information-based economy. Schools must adapt instructional models to help students develop these skills and make learning relevant to their lives.
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This document discusses the importance of diversity in higher education. It notes that universities have historically served elite, homogenous populations but are now more diverse due to policies increasing access. While participation has increased, not all groups are represented equally. The document argues that diversity is important for exposing students to different perspectives and building social cohesion. It provides examples of programs at Edith Cowan University aimed at increasing access for underrepresented groups. Overall, the document advocates for inclusion and equitable access to higher education.
To become global citizens
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- 2. Nevena Trifković Jelena Škiljević Prof. Veselka Santini • IX Gymnasium Belgrade
- 3. UN CLUB/UNESCO SECTION IX BELGRADE HIGH SCHOOL
- 4. Importance of protecting world heritage sites cannot be denied. It is not only the duty of the government or the local population to look after these sites but it is the responsibility of every human. (Matthew Kepnes, an advocate for conserving world historical heritage) How to implement World Heritage Education Programme into the school curricula
- 5. This photograph shows leather manufacturing in the city of Fes in Morocco, one of the places proposed for the list of World Heritage.
- 6. Some of the answers I got from my students when I asked them about leather manufacturing in Fes, and whether they think it should be preserved: • I don’t find it interesting and I don’t understand why we should learn about such things. • Manufacturing leather this way is not environmentally friendly because it looks like dirty work, and working there must be hard… • There must be easier and cheaper ways to manufacture leather.
- 7. Manufacturing leather that way is unique in the world; many tourists come to Morocco to see it and buy leather products. But the situation is more complex. -A lot of people complain because Fes leather producers use child labor. - On the other hand, the producers claim that leather tanning is hard to learn and needs to be taught at early age if the trade is to live on. UNESCO so far hasn’t been able to accept that.
- 8. Why should the World Heritage Education Programme be implemented into school curricula?
- 9. Most of our societies are oriented to consumerism and materialism. This orientation could be good for the economy, but it’s slowly devastating our world.
- 10. Schools should be the place where we teach our students to be environmentally and culturally responsible. We should teach about the most valuable things which have to be protected: things which have been left to us by our ancestors and which we need to keep for our descendants. In a couple of countries there is already such a school subject called World Heritage in Young Hands.
- 11. But I’m afraid that introducing one more subject to our schools might not be the best solution – there are already so many subjects and students complaint they are overloaded.
- 12. There is one school subject in our schools – Civic Education – it teaches students about democracy and civil society, managing relationship in a group or a community, understanding and respecting the differences between people, tolerance, avoiding conflicts, the legal ways of influencing our society…
- 13. Most of the lessons from UNESCO’s kit World Heritage in Young Hands could easily be implemented into the curriculum of Civic Education: • Both subjects apply an interdisciplinary approach; • They are both based on divergent thinking; • They are both focused on creative and participatory methods of teaching, in role-playing and simulation exercises; • Both subjects try to take part in conducting campaigns; • Both subjects promote discussion and listening to others, resulting in re- affirmation of identity, whilst promoting mutual respect and respect for diversity; • Both subjects are value-oriented and promote a culture of peace. (Mixed quotes from Civil Education curriculum and World Heritage in Young Hands aims.)
- 14. It’s not necessary to continue with that list at the moment. That will be our task in the negotiating process with our government. There are many reasons to implement the material from UNESCO’s kit into the schools and we hope we will be able to make our Ministry of Education recognize the importance of this.