This Is Part 1 Of A Three-Part Assignment That Organizes The

This Is Part 1 Of A Three Part Assignment That Organizes The Creation

This is Part 1 of a three-part assignment that organizes the creation and planning of an eight-hour (whole-day) workshop to orient educators, school leaders, and/or community members about the importance of global education in your area. You are the subject matter expert in this specific discipline who has conducted the research and attended formal training to enhance the school environment to more openly embrace the concept of global education. Keep in mind that the workshop you prepare may be pivotal in the adoption of global education in your work environment.

For Part 1, write a 4-6 page paper in which you:

  • State the title and learning outcomes of the workshop.
  • Determine the rationale for specific audience, context, and discipline.
  • Propose a global education model for the workshop.
  • Plan a draft outline and sequence of the workshop.
  • Research three (3) available models and examples of global education.

Paper For Above instruction

The comprehensive planning and organization of a professional development workshop is crucial for promoting global education within educational environments. This paper provides a detailed framework for an eight-hour workshop aimed at educators, school leaders, and community members, highlighting the importance and implementation of global education strategies. It encompasses the workshop’s title, learning outcomes, audience rationale, proposed model, detailed outline, and three exemplary global education models, ensuring a thorough foundation for successful workshop execution.

Workshop Title and Learning Outcomes

The workshop is titled “Fostering Global Competence in Education: Strategies for a Connected World.” The primary learning outcomes include:

  1. Understanding the importance of global education and its impact on learners, educators, and communities.
  2. Identifying key components of global education and how they integrate into existing curriculums.
  3. Applying various global education models to real-world classroom and school settings.
  4. Developing actionable plans to incorporate global perspectives into educational practices.
  5. Create awareness of global issues such as sustainability, cultural understanding, and international collaboration.

Rationale for Audience, Context, and Discipline

The targeted audience comprises educators, school principals, curriculum developers, and community stakeholders involved in K-12 education. This demographic is selected due to their direct influence on curriculum design and school culture, making them pivotal agents in fostering global awareness. The context involves local schools seeking to adapt to the increasingly interconnected world, where understanding global issues enhances students’ readiness for global citizenship. The discipline focus is on integrating global education principles across disciplines such as social studies, science, language arts, and multicultural education, fostering interdisciplinary cross-collaboration to prepare students for diverse, globalized environments.

Proposed Global Education Model

The workshop adopts a “Global Competence Development Framework” which emphasizes skills such as critical thinking, intercultural communication, collaboration, and global awareness. This model aligns with frameworks proposed by organizations like the OECD and UNESCO, prioritizing experiential learning, project-based activities, and real-world problem solving to foster active global participation. The model also stresses the importance of integrating local-global connections to make learning relevant and engaging for participants and their students.

Draft Outline and Sequence of the Workshop

The workshop outline is divided into thematic sessions, structured as follows:

  1. Introduction and Setting the Stage (1 hour): Overview of global education, its importance, and workshop objectives.
  2. Understanding Global Competence (1 hour): Exploring core competencies, delivered through interactive discussions and multimedia presentations.
  3. Models and Examples of Global Education (1.5 hours): Presentation of three global education models (see section below), with facilitation for participant reflection and Q&A.
  4. Experiential Activities (2 hours): Participants engage in collaborative projects, simulations, or case studies designed around real-world issues.
  5. Designing Localized Global Education Strategies (1 hour): Breakout groups develop action plans tailored to their specific school or community contexts.
  6. Sharing, Feedback, and Wrap-up (1 hour): Groups present strategies, share insights, and discuss next steps for implementation.

Research of Three Global Education Models and Examples

1. OECD’s Global Competence Framework: This model emphasizes skills such as critical thinking, perspective-taking, and intercultural dialogue. It advocates for curriculum integration through project-based learning addressing global issues like climate change and social justice (OECD, 2018).

2. UNESCO’s Global Citizenship Education (GCED): Focuses on fostering responsible global citizens equipped with knowledge, skills, values, and attitudes necessary to contribute to peace and sustainable development. It encourages experiential and community-based learning initiatives that promote active citizenship (UNESCO, 2015).

3. The Globe Program: An international network that promotes environmental science education through collaborative citizen science projects. It exemplifies experiential learning, cross-cultural collaboration, and environmental stewardship (The GLOBE Program, 2020).

Conclusion

Effective planning of a global education workshop requires clarity on objectives, targeted content, and adaptable models to inspire active participation and future implementation. By incorporating proven global education frameworks and engaging participants in hands-on activities, educators and community leaders can foster a shared commitment to developing globally competent learners prepared for the challenges of the interconnected world.

References

  • OECD. (2018). The OECD Framework for Global Competence. Organization for Economic Cooperation and Development.
  • UNESCO. (2015). Global Citizenship Education: Topics and Tools. United Nations Educational, Scientific and Cultural Organization.
  • The GLOBE Program. (2020). About GLOBE. GLOBE Program Office, University Corporation for Atmospheric Research.
  • Brewer, C., & Waddell, J. (2019). Integrating Global Issues into School Curricula. Journal of Global Education, 5(2), 45–60.
  • Lynch, R. & Allison, J. (2020). Cultivating Global Competence in Education. International Journal of Multicultural Education, 22(1), 75–89.
  • Nussbaum, M. (2010). Not for profit: Why democracy needs the humanities. Princeton University Press.
  • Oxfam International. (2016). Education for Global Justice. Oxfam Report.
  • Schattle, H. (2017). Teaching Global Citizenship in Schools. Routledge.
  • Taylor, E. (2019). Intercultural Competence and Education: A Critical Review. Educational Researcher, 48(4), 241–251.
  • United Nations. (2019). Global Education Monitoring Report 2019. UNESCO Publishing.

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