Addressing global issues from all angles / 2

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Addressing global issues from all angles / 2

Boyd RobertsECIS November 2007

© International Baccalaureate Organization 2007

IB community theme: sharing our humanity

The fight against poverty Peace keeping, conflict prevention, combating

terrorism Education for all Global infectious diseases Digital divide Natural disaster prevention and mitigation

“High Noon” by J. F Rischard, 2002

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Aims

Demonstrate the commitment of the IB to its mission statement and the learner profile

Demonstrate the extent of activities related to the mission in IB World Schools

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Aims / 2

Develop knowledge and understanding of global issues

Encourage appropriate action on global issues

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Aims / 3

Support collaboration between IB World Schools and across programmes

Strengthen the IB community

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How?

Regular classroom teaching

“Special projects”

Community service individually and/or collaboratively with other IB World Schools

IB will encourage and facilitate schools to explore and address the theme through:

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In the Primary Years Programme

Within the transdisciplinary themes.

Examples: Global infectious diseases within “How the world

works” – interaction between the natural world and human societies; impact of scientific advances on society

Global poverty within “Sharing the planet”

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In the Middle Years Programme

Within normal subjects and requirements

Examples: Selection of relevant literature in languages A and B Global infectious diseases within sciences and

technology Selection of appropriate relevant material in statistics Selection of topic of personal project

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In the Diploma Programme

Within normal subjects and ToK Examples: Selection of relevant books within language

programmes Studying aspects of global infectious diseases within

the science group project Using statistical examples relating to ICT access,

income levels, disease infection rates etc in Maths. Considering ethical aspects of global poverty within

ToK

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How?

IB will reflect and address the theme in

Presentations at IB conferences

Publication of selected speeches

Special features in IB World and on the website

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How?

IB will encourage and facilitate the theme by

Development of a dedicated web platform

Recognition of activities and projects

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How?

On-line environment for students, teachers, parents and others: Information and resources (from IB and schools) Knowledge sharing and exchange Project collaboration “Wiki” environment, moderated by IB Hosting global online conferences Linked to OCC and public website Publication of projects and reports of activities by

schools Access through school “gatekeeper”

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Sharing our humanity: objectives

Enhanced student knowledge and understanding of global issues relating to the theme

Practical actions in service and elsewhere, as appropriate

Greater understanding within schools of how global issues can be addressed within IB programmes

A showcase and archive of exemplary school projects and initiatives articulating IB values and student achievement

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Sharing our humanity: objectives / 2

A bank of resources and materials for future use A web platform for future themes Collaboration between IB programmes, IB schools,

and between IB and non-IB students within IB World Schools

A strengthened IB community

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Developing the global dimension: PROGRAMMES AND INITIATIVES

Challenge 20/20 brings together schools in the United States with schools in other countries. Together, they identify local solutions to a global problem.

NAIS National Association of Independent

Schools www.nais.orgunder conferences and events

http://www.nais.org/

Developing the global dimension: PROGRAMMES AND INITIATIVES

International School AwardThe ISA supports schools to develop the

following:

An international ethos embedded throughout the school

A majority of pupils within the school impacted by and involved in international work

Collaborative curriculum-based work with a number of partner schools www.globalgateway.org.uk

Developing the global dimension: How we recognise change and development

ASDAN offers accredited awards in non-academic areas, including

International Award(language, travel, international

links etc)

Youth Achievement Awards

www.asdan.co.uk

InternationalGLOBAL CITIZEN’S AWARD

Aspects of the Global Citizen

KNOWLEDGE

SKILLS

ATTITUDES& VALUES

ACTION & PARTICIPATION

Traditional curriculum realm

Ethos ExperienceImpact

Teacher Instructor

Role model Mentor

LeaderFacilitator

KNOWLEDGE

SKILLS

Subject Curricula

Focus on “content” – knowledge and skills

Form an induction to an established discipline

Led / taught / assessed by experts

Prepare for the future20

Global citizenship should…

emphasise attitudes and values emphasise action and

participation recognise that students, like

adults, are co-equal citizens now set aside traditional ideas of the

teacher as “expert”

Global citizenship should…

emphasise attitudes and values emphasise action and

participation recognise that students, like

adults, are co-equal citizens now set aside traditional ideas of the

teacher as “expert” 22

Not education for …

but

real, authentic engagement in

global citizenship 23

International

GLOBAL CITIZEN’S AWARD

An international programme to promote and recognise development of (young) people as better global citizens

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International


The Award• affirms that students are not future

citizens but citizens now.

• involves students in all aspects

• promotes authentic engagement and personal experience

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International


• is a voluntary programme

• starts with students’ everyday lives

• concentrates on values, attitudes and action, all related to global citizenship

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International


• promotes and recognises change and development

– not the “standard” reached

• is locally awarded by authorised centres

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International


Encourages wide participation • no limits on numbers• wide age range (11+)

– adults too• non-competitive• suitable for wide ability range• low cost

but voluntary28

International


Why an award?

• It shows the school takes it all seriously – that it matters

• It recognises and encourages development of individual students

• It encourages and motivates participation

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International


Elements of the award programme

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International


• Understanding other cultures and outlooks

• Personal Global Footprint• Influence and involvement

with others• Recording and reflecting on

change31

International


Understanding other cultures

and outlooks

Internet research, Reading, Films, TV programmes etcBUT must include

DIRECT PERSONAL ENGAGEMENTwith person(s) of different outlook

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International


Personal Global Footprint

Individual impact on the world – people and environment – directly and indirectly

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International


Personal Global Footprint

–Being good with money

–Environmental responsibility

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International


Being good with money• Helping things to happen by giving it away• Ethical spending

“Buying products or services which were ethically produced or delivered and/or which are not harmful to the environment and society.”

• Background research, and action

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International


Environmental responsibility• Research and review of personal

environmental impact and

• appropriate action

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International


Influence & involvement withothers• Personal community service

• Advocacy, Persuasion or Promotion

• Active decision-making37

International


Recording and reflecting onchange

“Diary” / “log” in any format and language allowed by the school; records changes in knowledge, action and awareness.

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International


Time involved - approx 2 hours per week- 50 total hours over at least six months

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International


International aspects

• Same model offered internationally• Can be conducted in any language• International input from other school(s) to

programme and award process• International input to other school(s)• International networking / discussion

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International


Assessment / Award• Fulfils time and participation requirements

– record• The “diary” / “log” – evidence of change

and development of an appropriate extent (subjective)

• Group review with peers, adults etc• Input from other school(s)

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International


The Award• Personal development• Recognition• Certificate

and, subject to confirmation,• Commissioned artefact from another

country – produced in an ethical project• Nominate a donation to one of the Award’s

chosen charities42

International


Pilot stage, started September 2007 to

• try it out for six months• form network of interacting

people involved • decide future format and

development, including further award levels

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International


13 Pilot schools so far committed

• State / independent• National / international• IB / non-IB• 10 countries

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Academia Británica

Cuscatleca El

Salvador Amman Baccalaureate

SchoolJordan

Broadgreen High School International

School of LondonUnited Kingdom

Commodore Options School

St Timothy’s School Stonewall Middle School United States of

America

Pilot schools for the International Global Citizen's Award

Sha Tin College Hong Kong, China

Sotogrande Int. School

Spain Utahloy Int. SchoolChina

St George’s British International School, Rome

Italy

Park House English SchoolQatar

British International

School, PhuketThailand

The English AcademyKuwait

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International

GLOBAL CITIZEN’S AWARDFor further information visit:

www.globalcitizensaward.org

Interested in joining?

Registering schools for start in 2007-8.

E: [email protected]

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http://www.globalcitizensaward.org/

Documents

Addressing global issues from all angles / 2