Education
and
Globalization
Fernando Reimers
January 10, 2012
Columbus 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
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

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



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
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
Global
Competence
Knowledge
and Skills
about the
World and
Globalization
Internationally
Competitive
Curriculum
World
Standards
Labor Force with
High Levels of
Educational
Attainment
The capacity to understand
Globalization, anticipate risks,
manage them, and seize and
create opportunities in a highly
integrated global economic
context
Innovation and
Entrepreneurship
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
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
Challenges
 Designing a Coherent Curriculum
Economic Risks
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
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
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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
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
The Road Travelled…
 Ohio’s
International Education Advisory
Committee Strategic Plan
 International
Central Ohio
Education Network of
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
Agree to Some Extent
Don't
know which remain unfilled because
There are job openings that require global
competency
there are not qualified candidates
Disagree Somewhat
Completely Disagree
Completely Agree
Agree to Some Exten
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
Agree to Some Extent
Don't know
Disagree Somewhat
Completely Disagree
High schools in Ohio produce graduates with adequate global competency
Completely Agree
Agree to Some Extent
Don't know
Disagree Somewhat
Completely Disagree
In Ohio’s schools teachers agree on the definition of global competency…
Completely Agree
Agree to Some Extent
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
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
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
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


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?
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
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 Students
Challenges:
Deep (rigor) vs. Superficial internationalization
Teacher Capacity
Standards and Assessment
Zero-sum worldview of schools
Parental values and expectations
The World Course
Developed by:
Fernando Reimers
Vidur Chopra
Connie K. Chung
Eleanor B. O’Donnell
Julia Van Alst
Organizing Principles
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


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 Competency
1. Interpersonal
2. Intrapersonal
3. Ethics
Knowledge and Skills
1. Economics, Trade & Demography
2. Culture
3. Politics
4. Science, Technology, Innovation and Globalization
5. Public Health
6. Demography
7. Business, Entrepreneurship, Social Entrepreneurship
Work and mind habits
Characteristics of a Globally Competent
High School Graduate
Intercultural Competency
1. Interpersonal
2. IsIntrapersonal
able to recognize and weigh diverse cultural perspectives.
3.
Ethics
 Understands own identity as well as others’ identities and how other
cultures shape own identity (ours): where we are in place and time
and Skills in and can lead effectively inter-cultural teams,
Knowledge
Can work productively
1. including
Economics,
Tradedistributed
& Demography
teams
in various geographies through the use of
2. telecommunication
Culture
technologies.
3.
Politics
4. Is
capable of demonstrating empathy towards other people from different
Science, Technology, Innovation and Globalization
origins.
5. cultural
Public Health
6. Understands
Demography and appreciates cultural variation in basic rules of etiquette
knows
where to find appropriate
norms to specific settings and types of
7. and
Business,
Entrepreneurship,
Social Entrepreneurship
interaction.
Work and mind habits
Characteristics of a Globally Competent
High School Graduate
Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics
Is curious about global affairs and world cultures
 Can recognize cultural (civilizational, religious or ethnic) prejudice, and has
Knowledge
Skills its effects in intergroup dynamics.
the skills toand
minimize
Economics,
& Demography
1. Is
skilled in Trade
negotiation,
mediation and conflict resolution skills.
2. Culture
3. Politics
4. Science, Technology, Innovation and Globalization
5. Public Health
6. Demography
7. Business, Entrepreneurship, Social Entrepreneurship
Work and mind habits
Characteristics of a Globally Competent
High School Graduate
Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics

Can interact with people from diverse cultural backgrounds demonstrating humility,
Knowledge
and Skills
respect, reciprocity,
integrity (academic and other).
1. Understands
role of&trust
in sustaining global institutions and recognizes forms of
Economics, Trade
Demography
down of trust or institutional corruption and its causes.
2. break
Culture
3. Appreciates
ethical frameworks in diverse religious systems.
Politics
4. Science,
Recognizes
common values
and common
humanity across civilizational streams.
Technology,
Innovation
and Globalization
5. Public
Is committed
Healthto basic equality of all people.
6. Demography
Can value the potential of every person, regardless of socio-economic
circumstances,
or cultural origin.
7. Business,
Entrepreneurship,
Social Entrepreneurship
 Appreciates the role of global compacts such as the Universal Declaration of Human
Rights in guiding global governance.
Work
and mind
habits Universal Human Rights, to reducing global poverty,
 Is committed
to supporting
promoting Peace and promoting sustainable forms of human-environmental
interaction.
Characteristics of a Globally Competent
High School Graduate
Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics
Knowledge and Skills
1. Economics, Trade & Demography
Culture of economic development, and how they explain the various stages in
2. Theories
3. economic
Politics development of nations, poverty and inequality.
4. Knows
Science,
which
Technology,
institutions
Innovation
regulate global
and Globalization
trade and which work promoting
5. international
Public Healthdevelopment.
6. Is
familiar with contemporary literature on the effectiveness and limitations of those
Demography
7. institutions.
Business, Entrepreneurship, Social Entrepreneurship
 Impact of global trade
Work
Knows
the mind
consequences
of Global Poverty and recognizing the agency of the poor.
and
habits
 Demography and the factors influencing demographic trends, and their implications
for global change.
Characteristics of a Globally Competent
High School Graduate
Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics
Knowledge and Skills
1. Economics, Trade & Demography
2. Culture
Politics
3. World
history and geography, with attention to the role of globalization in cultural change.
4. Historical
includes
various perspectives,
including the role of ordinary citizens in
Science,knowledge
Technology,
Innovation
and Globalization
5. history.
Public Health
 World geography: know different areas of the world, what unites them and what differences
6. exist,
Demography
how humans have changed the geography
7.
Business,
Entrepreneurship,
Entrepreneurship
 World religions,
history and pointsSocial
of contact
between civilizations over time.
 Major philosophical traditions and points of connection.
Work
Knowsand
and appreciates
performing and visual arts as means to find common humanity (theater,
mind habits
dance, music, visual arts)
 Appreciates different arts and also see connections,
 Sees art as expression, use art for expression, globalization and art
Characteristics of a Globally Competent
High School Graduate
Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics
Knowledge and Skills
1. Economics, Trade & Demography
2. Culture
3. Politics
Science,
Technology,
Innovation and Globalization
4.Knows
comparative
government.
Public
Health
5.How
does
government work in different societies?
6.Major
international institutions and their role shaping global affairs.
Demography
7.Contemporary
global challenges
in human
environmental interaction:
Business, Entrepreneurship,
Social
Entrepreneurship
 Sources of these challenges, options to address them, and the role of global
institutions
in addressing
Work
and mind
habitsthese challenges.
 History of contemporary global conflicts and the role of global institutions in
addressing these challenges.
Characteristics of a Globally Competent
High School Graduate
Intercultural
Competency
Work
and Mind
Habits
1. Interpersonal
2. Intrapersonal
3. Ethics
Can demonstrate Innovation and creativity in contributing to formulating
solutions to global challenges and seizing global opportunities. Capable of
seeking and
identifying
Knowledge
and
Skills global best practices and transferring those across
disciplinary
and professional contexts.
1. geographic,
Economics, Trade
& Demography
2. Can
identify different cultural perspectives to think about problems
Culture
3. Understands
the process of cultural change and that there is individual
Politics
variationTechnology,
within cultural
groups.
4. Science,
Innovation
and Globalization
5. Public
AbilityHealth
to carry out research projects independently
 Ability to present results of independent research, in writing, orally and
6. Demography
using media.
7. Business, Entrepreneurship, Social Entrepreneurship
Structure of Units
Unit:
Topic:
Theme:
8.1
Global Citizenship
Ethics: Value Human Potential, Work and Mind
Habits: Innovation and Creativity
Various
2 weeks
Region:
Length:
Goals & 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 will
Study the work of various social entrepreneurs.
Recognize the value of social innovation in addressing development challenges
Identify 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
Skills
thatlearn,
students
will act
the year:
inspire,
develop and knowledge
that students will gain
during
thisthat
yearexplains
Overview
where this year fits into
the curriculum as a whole
Each unit includes several
activities
Recommended resources
are also given
Themes
Kindergarten: Our world is diverse and beautiful
Grade 1. We are One People: Universal Human Needs
Grade 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 Modern
Grade 5. Freedom & the Rights of Individuals
Grade 6. How values and identity shape people and institutions
Grade 7. Driving change in society
Grade 8. Migrations
HS. Development Economics
HS. Public Health
HS. Global Conflicts
HS. Environment
HS. Emerging Technologies
HS. Independent Project
Capstones



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


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.
Grade 3
Understanding global inter-dependence
through entrepreneurship in chocolate
manufacturing
Grade 3: Interdependence &
Entrepreneurship
Objective
To 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
Units
3.1 The life of a chocolate & its history
3.2 Let’s make our own chocolate
3.3 Understanding the culture of my
market
3.4 Marketing my chocolate in school
3.5 Child Labor
3.6 Taking my chocolate to the market
3.7 Moving beyond chocolate
Unit 3.6: Child Labor
Overview:
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 labor
3.6.2: 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 School
There 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 Strand
The curricular strand is composed of five semester-long indepth 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 Economics
2.
Technology, Innovation, and Globalization
3.
Society and Public Health
4.
Conflict
5.
The Environment
High School: Independent
Project Strand
The 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
Globalization
This 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
Units
TIG.1.
TIG.2.
TIG.3.
TIG.4
The marvel of innovation and the world of inventors
Technological Developments and Society
Emerging Technologies and Globalization.
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 Xchallenge, 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?
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
Options for action
Take 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 action
 Talk
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 Action
 Talk
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 action
 Create
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.