Education and Globalization Fernando Reimers January 10, 2012 Columbus Council on World Affairs

Education and Globalization

Fernando ReimersJanuary 10, 2012Columbus Council on World Affairs

Leadership and Global Education

The Need for Educational Relevance Seven trends in the context of education Globalization Entrepreneurship and Innovation Current Global Challenges Global Education to Manage those

Challenges The World Course. A Coherent

Curriculum

Leadership and Global Education The Need for Educational Relevance Seven trends in the context of education Globalization Entrepreneurship and Innovation Current Global Challenges Global Education to Manage those

Challenges Designing a Coherent Curriculum



Expectation that schools will achieve multiple objectives

Accelerating rate of scientific and technological change

Rapid development of communication technology

Expanding knowledge base about brain functioning

Increased life expectancy of all people

New and renewed forms of violence

Globalization

Expectation that schools will achieve multiple objectives Accelerating rate of scientific and

technological change Rapid development of communication technology Expanding knowledge base about brain functioning Increased life expectancy of all people New and renewed forms of violence

Globalization



Labor Force with High Levels of Educational Attainment

Internationally Competitive

CurriculumWorld

Standards

Knowledge and Skills about the World and

Globalization

Global Competenc

e

The capacity to understand Globalization, anticipate risks,

manage them, and seize and create opportunities in a highly integrated

global economic context

Innovation and Entrepreneurship



Watson & Telecoms

Leadership and Global Education The Need for Educational Relevance Seven trends in the context of education Globalization Entrepreneurship and Innovation Understanding Current Global Challenges Global Education to Manage those


Economic Risks

Food price volatility Oil price spikes Major Fall in the US$ Slowing Chinese economy (<6%) Fiscal crises Asset price collapse Retrenchment from globalization (developed) Retrenchment from globalization (emerging) Burden of regulation Underinvestment in Infrastructure

Geopolitical Risks

International terrorism Nuclear proliferation Iran North Korea Afghanistan Instability Transnational crime and corruption Israel-Palestine Iraq Global governance gaps

Environmental Risks

Extreme weather Drought and Desertification Water Scarcity National Catastrophes (cyclone) National Catastrophes (earthquakes) National Catastrophes (island flooding) National Catastrophes (coastal flooding) Air pollution Biodiversity loss

Societal Risks

Pandemic Infectious disease Chronic Diseases Liability Regimes Migration

Technological Risks

Critical information infrastructure breakdown

Nanoparticle toxicity Data fraud/loss



The Road Travelled… Ohio’s International Education Advisory

Committee Strategic Plan

International Education Network of Central Ohio

What has been learned?What are some new

challenges?

Ohio’s economy could grow if the labor force had greater global competency

Completely Agree

Agree to Some Extent

Don't know

Disagree Somewhat

Completely Disagree

There are industries that could be developed in Ohio if the labor force had greater global competency

Completely Agree


Don't know

Disagree Somewhat

Completely Disagree

There are job openings that require global competency which remain unfilled because there are not qualified candidates

Completely Agree


Don't know

Disagree Somewhat

Completely Disagree

There are many goals for schools, including producing literacy, developing technological literacy, developing civic skills, developing scientific skills, promoting healthy habits etc.

Considering all possible goals for schools, the development of global c

Top 5

6 to 10

11 to 20

21 to 30

Universities in Ohio produce graduates with adequate global competency

Completely Agree


Don't know

Disagree Somewhat

Completely Disagree

High schools in Ohio produce graduates with adequate global competency

Completely Agree


Don't know

Disagree Somewhat

Completely Disagree

In Ohio’s schools teachers agree on the definition of global competency…

Completely Agree


Don't know

Disagree Somewhat

Completely Disagree

Global Competency A positive disposition towards cultural

difference. An interest and understanding of different civilizational streams and the ability to see those differences as opportunities for constructive transactions among people.

An ability to speak, understand and think in languages in addition to the dominant language in the country in which people are born. Foreign language skills are analogous to stereoscopic vision to the global mind.

Deep knowledge and understanding of world history, geography, of the global dimensions of topics such as health, climate and economics and of the process of globalization itself.

Challenges of Global Education

Design

Implementation

Scalability

Design What does good student performance look like? What should be the content of global education? What is an adequate sequence, progression? How should we teach global education? Should we infuse it or do we need to carve out a separate

space in the curriculum? Is there a critical age to begin? How do we assess performance? What are the most effective pedagogies? Direct instruction? Project based learning or service learning? Study abroad? Exchanges with peers in other countries? How should we use technology?

Implementation

How do we get parent’s buy in? How do we negotiate global education amidst the

many other demands of our schools? Amidst the demands of standards and

assessments? How do we build teacher capacity? What priority do we give it in a context of budget

cuts?

Scalability

How do we ensure wide access to the opportunity to develop global competency?

How do we ensure consistency in high quality experiences?

How do we ensure coherence and integration with overall instructional experience?

How do we provide support with high quality instructional materials and professional development?



Leading Internationalization From Individual Changes to Institutional Efforts Faculty Initiatives. The Champions. Developing a Coherent Vision Building Teacher Capacity Creating Alignment Adequate Instructional Materials Engaging StudentsChallenges:

Deep (rigor) vs. Superficial internationalizationTeacher CapacityStandards and AssessmentZero-sum worldview of schoolsParental values and expectations

The World Course

Developed by:

Fernando ReimersVidur ChopraConnie K. ChungEleanor B. O’DonnellJulia Van Alst

Organizing Principles Outcomes Based Project based Emphasis on doing, active learning Knowledge, Skills, Attitudes Capstones Coherent yearly themes Interdisciplinary units New knowledge and content Fostering Agency, ability and desire to make a

difference. Initiative. Leadership.

Organizing Principles Learning from what works, and challenges. Developing innovative and entrepreneurial spirit. Parents and community as resources Emphasis on development of analytic and problem solving

skills: curiosity, exploration, observation, analysis, research, writing, presenting, inventing.

Global Challenges as the focus. MDGs and Human Rights Connections between Global and Local Engaging with complex issues, messy, no easy answers. Age appropriate curriculum but not infantilizing. From personal and immediate, to more advanced and

conceptual understanding.

Development Process Outcomes Identification of knowledge domains Development of curricular sequence Scope and sequence per grade Development of Units Several iterations of revision Principle: Combine innovation with incorporation

of best practices and tested materials.

Characteristics of a Globally Competent High School Graduate

Intercultural Competency1. Interpersonal2. Intrapersonal3. Ethics

Knowledge and Skills1. Economics, Trade & Demography2. Culture3. Politics4. Science, Technology, Innovation and Globalization5. Public Health6. Demography7. Business, Entrepreneurship, Social Entrepreneurship

Work and mind habits





Is able to recognize and weigh diverse cultural perspectives. Understands own identity as well as others’ identities and how other

cultures shape own identity (ours): where we are in place and time Can work productively in and can lead effectively inter-cultural teams,

including teams distributed in various geographies through the use of telecommunication technologies.

Is capable of demonstrating empathy towards other people from different cultural origins.

Understands and appreciates cultural variation in basic rules of etiquette and knows where to find appropriate norms to specific settings and types of interaction.





Is curious about global affairs and world cultures Can recognize cultural (civilizational, religious or ethnic) prejudice, and has

the skills to minimize its effects in intergroup dynamics. Is skilled in negotiation, mediation and conflict resolution skills.





Can interact with people from diverse cultural backgrounds demonstrating humility, respect, reciprocity, integrity (academic and other).

Understands role of trust in sustaining global institutions and recognizes forms of break down of trust or institutional corruption and its causes.

Appreciates ethical frameworks in diverse religious systems. Recognizes common values and common humanity across civilizational streams. Is committed to basic equality of all people. Can value the potential of every person, regardless of socio-economic

circumstances, or cultural origin. Appreciates the role of global compacts such as the Universal Declaration of Human

Rights in guiding global governance. Is committed to supporting Universal Human Rights, to reducing global poverty,

promoting Peace and promoting sustainable forms of human-environmental interaction.





Theories of economic development, and how they explain the various stages in economic development of nations, poverty and inequality.

Knows which institutions regulate global trade and which work promoting international development.

Is familiar with contemporary literature on the effectiveness and limitations of those institutions.

Impact of global trade Knows the consequences of Global Poverty and recognizing the agency of the poor. Demography and the factors influencing demographic trends, and their implications

for global change.





World history and geography, with attention to the role of globalization in cultural change. Historical knowledge includes various perspectives, including the role of ordinary citizens in

history. World geography: know different areas of the world, what unites them and what differences

exist, how humans have changed the geography World religions, history and points of contact between civilizations over time. Major philosophical traditions and points of connection. Knows and appreciates performing and visual arts as means to find common humanity (theater,

dance, music, visual arts) Appreciates different arts and also see connections, Sees art as expression, use art for expression, globalization and art





Knows comparative government. How does government work in different societies? Major international institutions and their role shaping global affairs. Contemporary global challenges in human environmental interaction: Sources of these challenges, options to address them, and the role of global

institutions in addressing these challenges. History of contemporary global conflicts and the role of global institutions in

addressing these challenges.




Work and Mind Habits

Can demonstrate Innovation and creativity in contributing to formulating solutions to global challenges and seizing global opportunities. Capable of seeking and identifying global best practices and transferring those across geographic, disciplinary and professional contexts.

Can identify different cultural perspectives to think about problems Understands the process of cultural change and that there is individual

variation within cultural groups. Ability to carry out research projects independently Ability to present results of independent research, in writing, orally and

using media.

Structure of Units

Unit: 8.1Topic: Global Citizenship

Theme: Ethics: Value Human Potential, Work and Mind Habits: Innovation and Creativity

Region: VariousLength: 2 weeksGoals & Objectives:Learn: To learn what is social entrepreneurship and how social entrepreneurs are addressing

some of the major global challenges.Inspire: To inspire students to initiate a social entrepreneurial venture to address one of the

MDGs. Act: Establish a social enterprise.Skills & Knowledge: Students willStudy the work of various social entrepreneurs.Recognize the value of social innovation in addressing development challengesIdentify the steps involved in establishing a social enterprise.Plan a social enterprise and develop an implementation plan.Overview:

This unit builds on the last unit of Grade 7, when the concept of Social Enterprise was studied. The students begin Grade 8 with an introduction –or review—of Social Enterprise, and create a Social Enterprise around one of the MDGs for their end-of-year project. This enterprise is implemented during the year, when students periodically reflect on the results they are achieving, use those reflections to review the theory of action of the enterprise, and to make adjustments to their business plan. The year ends with a presentation of the enterprises created by the students and a discussion of their results.

Activity 8.1.1: What is social entrepreneurship?The teacher will introduce the activity with a presentation of what is social entrepreneurship. The students will describe the growing role played by the citizen sector in generating innovation to address global challenges and provide a range of examples of social entrepreneurs. The introduction will highlight the various approaches to financing social enterprises –for profit, hybrid and not for profit. If possible invite actual social entrepreneurs to visit the class and make a short presentation describing their work and sharing their passion.

Resources 8.1.1: There are numerous online resources featuring examples of youth who are social entrepreneurs, such as the following Ted presentations http://www.tedxyse.com/category/changemakers/

Basic info about the unit

Goals and objectives for the year: learn, inspire, actSkills that students will develop and knowledge that students will gain during this yearOverview that explains where this year fits into the curriculum as a wholeEach unit includes several activitiesRecommended resources are also given

Themes

Kindergarten: Our world is diverse and beautifulGrade 1. We are One People: Universal Human NeedsGrade 2. Exploring people, culture and the world. Children can make a difference.Grade 3. Understanding global inter-dependence through Grade 4. The Rise (and Fall) of Civilizations, Ancient and ModernGrade 5. Freedom & the Rights of IndividualsGrade 6. How values and identity shape people and institutionsGrade 7. Driving change in society Grade 8. MigrationsHS. Development EconomicsHS. Public HealthHS. Global ConflictsHS. EnvironmentHS. Emerging TechnologiesHS. Independent Project

Capstones Kindergarten. Puppet Show performance of

understanding difference. Grade 1. Book of Me (Portfolio). Grade 2. Helping educate others. Grade 3. Create a business (chocolate) Grade 4. Create a game (civilizations) Grade 5. Create awareness project on MDGs. Grade 6. Implement advocacy project MDG. Grade 7. Extended Service Learning. Grade 8. Create a Social Enterprise MDG.

Understanding global inter-dependence through entrepreneurship in chocolate manufacturing

Grade 3

Grade 3: Interdependence & Entrepreneurship

ObjectiveTo build an entrepreneurial spirit in young children through an understanding of global food chains using the case of chocolate specifically

Primary Geographic Focus: West Africa (chocolate manufacturing countries)

Capstone: Creating a marketing campaign for the chocolate they’ve made and differentiating their product based on the culture of their target market

Units3.1 The life of a chocolate & its history3.2 Let’s make our own chocolate3.3 Understanding the culture of my market

3.4 Marketing my chocolate in school3.5 Child Labor3.6 Taking my chocolate to the market3.7 Moving beyond chocolate

Unit 3.6: Child LaborOverview: Beginning with the cocoa plantation industry, students are familiarized with the issue of child labor, which is further extended to other industries. Through the use of literature and stories about child labor in different industries, students will analyze some of the moral, economic and development related dimensions of this global issue. Students also learn about the International Labor Organization and its efforts in eliminating child labor globally. Since students will be involved in creating their own chocolate, they will collectively seek an answer to what the most effective solution towards combating child labor in the chocolate manufacturing industry might be and how best they’d like to tackle the issue.Area: Ghana, Ivory Coast, S.Asia

Activities:3.6.1: Understanding child labor3.6.2: Tackling child labor & making our chocolate child-labor free

Activity 3.7.2: May the best chocolate win

Students are informed that they have been allotted a chocolate stand at the local market in the country their group was assigned to export chocolate to. Students have to design a marketing campaign for their product and should consider the following aspects - What differentiates their product? (The content/packaging/price) What makes their

product unique and distinctive? How will they price it? Why is it priced cheap or expensive? Has the chocolate been culturally adapted? How do they incorporate aspects of Free

Trade and combating child-labor in their marketing strategy, if at all? Students also create a short jingle for their product which is recorded What logo would they choose/design? What does their logo represent about them,

their organization and it’s values? If they were to choose a brand ambassador for their product, who would it be?

Why?

High SchoolThere are two strands to the World Course in grades 9-12, a curricular strand and an individual project.

Curricular strand Individual project

High School: Curricular StrandThe curricular strand is composed of five semester-long in-depth studies of five major processes driving globalization and their respective challenges and the past and current progress being made on the challenges. Each student will choose at least two of these semester-long courses, but can take more if they wish. The semester courses are described in the attached documents.

1. Development Economics2. Technology, Innovation, and Globalization3. Society and Public Health4. Conflict5. The Environment

High School: Independent Project StrandThe second, independent (or group) project strand would focus on a multi-year individual (or group) capstone project on an issue that students would identify by the end of their 9th grade year after taking the two semester courses. This project would include independent research and an internship with a mentor and/or organization working on the issue, the development and implementation of an action plan to help address the issue, and a final senior year presentation to the rest of the school community on their experience. The students will be placed in advisory groups with peers who are interested in similar issues and be supervised throughout grades 10-12 by an assigned advisor and possibly outside individual mentors. This project can be executed as individuals or in groups. The focus is on helping students take their talents and interests to meet global challenges.

Technology, Innovation and GlobalizationThis one semester course examines the relationship between technological and social developments, and how the acceleration of technological innovation is impacting social change, and can contribute to address some of the most critical global challenges. We will examine various emerging technologies and discuss their social implications and possible uses and the consequences of these developments for globalization.

Technology, Innovation and Globalization

UnitsTIG.1. The marvel of innovation and the world of inventorsTIG.2. Technological Developments and SocietyTIG.3. Emerging Technologies and Globalization.TIG.4 The acceleration of technological change and the future

Capstone: Students develop a concept that uses an emerging technological innovation to address a global challenge along the lines of the entries in the X-Prize

TIG.4: The Acceleration of Technological Change and the Future

Goals & Objectives: Learn: To understand the exponential rate of technological development, and the

implications of this acceleration of change for our ability to address social challenges. To understand the concept of ‘Singularity’ proposed by Ray Kurzweil.

Inspire: To inspire student to engage in the utilization of technology to address social purposes which are meaningful to them.

Evaluate: Students design a concept to address a global challenge that is based on an emerging technology.

Skills & Knowledge: Students will Recognize: The exponential nature of technological development and the implications for

smaller groups of people to design innovative solutions to global challenges, through approaches such as the X-Prize.

Identify: The concept of Singularity. Explain and describe: The ways in which a current global challenge can be ameliorated or

solved through the use of an emerging technology. Overview: In this unit, students examine the changes in the rate of technological development, discuss the concept of ‘Singularity’, examine alternative approaches to stimulate technological innovation, and develop a concept to address a global challenge using an emerging technology.

Activity TIG.4.3. Technology and Innovation for All: The X-Prize.

The teacher will lead the class in a discussion of The X-Prize, a process to stimulate innovation that capitalizes on the ability of relatively small groups of individuals to address significant social challenges using knowledge and technology. The teacher will present the X-Prize Foundation and the X-challenge, its origins, and its applications to finding innovative solutions to space travel and oil clean up.Students will discuss: What is the value of competition as a process to stimulate innovation? Why can small groups of people produce now designs that until recently were only

feasible for large corporations and governments? What are the downsides of providing economic rewards only to the winners of the

competitions? What challenges are more likely to be solved using approaches such as the X-

challenge, what challenges are less likely to be solved, why?Examine some of the open competitions in the X-Prize foundation. Could they imagine themselves participating in one of those competitions? What would they need to do in order to produce a competitive design?


Challenges The World Course. A Coherent

Curriculum

Options for actionTake responsibility:

Democracy is the result of the work of ordinary citizens in their daily practices

Brazil education reform Coalition All for Education Commitments

Options for actionTalk to colleagues in sector about how are

we doing?

Read Ohio’s Strategic Plan and benchmars. Find out, how are we doing?

Read more about Global Competency and Global education

Options for ActionTalk to district leaders. Ask how are we

doing? How can I help?

Create an online platform that aligns opportunities for global education to State Standards. Lesson plans. Social interactivity. Amazon of Global Ed.

Select several districts and model success.

Options for actionCreate a coallition that defines the target.

Define success.Monitor current performance.Recognize and reward exemplary

practices.Stimulate innovation. Support the development of partnerships

universities—other providers—K-12 schools to build capacity and steer good practice

Cultivate and recognize good education leadership.

Documents

Education and Globalization Fernando Reimers January 10, 2012 Columbus Council on World Affairs