With all due respect to the dancing dolls in Anaheim, it really isn’t a small world. It is a complex, multifaceted, diverse, and complicated world. Continue reading
For school leaders Do any parents question the use of technology in your school?
A principal of a state primary school in Melbourne mentioned the one or two parents in his school community who were throwing up barriers at any opportunity, to ‘dissuade’ the school from going down a technology pathway for learners. Continue reading
from a humanitarian coordinator
NEPAL
Please don’t collect, donate or send items to Nepal. Continue reading
For the love of trees
On one walk this week I came across these trees. The first two photos showed a love and respect for trees and their importance in the lives of the families living nearby. Continue reading
Public-private partnerships solving global issues
The Global Alliance for Clean Cookstoves is a public-private partnership that seeks to save lives, improve livelihoods, empower women, and protect the environment by creating a thriving global market for clean and efficient household cooking solutions. Continue reading
Global Societies
Philosop
her, Martha Nussbaum asks, “What makes some societies not only more tolerant of religious and cultural diversity than others, but able to foster respect for difference as a consequence of their understanding of civic freedom?” Continue reading
3 reasons for adding global perspectives to ALL learning areas
The advantage of bringing global perspectives to history, geography, civics and citizenship, humanities, art, drama, physical education, social education, philosophy, literacy-in fact, to all learning areas not defined is being noticed by increasing numbers of educators. So what dispositions are being developed? Continue reading
GLOBAL COMPETENCE BUILDING part 2
Global competence is the capacity and disposition to understand and act on issues of global significance.
Globally competent students must have the knowledge and skills to:
Investigate the World
Global competence starts by being aware, curious, and interested in learning about the world and how it works. Globally competent students ask and explore critical questions and “researchable” problems—problems for which there may not be one right answer, but can be systematically engaged intellectually and emotionally. Their questions are globally significant, questions that address important phenomena and events that are relevant world wide – in their own community and in communities across the globe.
Globally competent students can articulate the significance of their questions and know how to respond to these questions by identifying, collecting, and analyzing credible information from a variety of local, national and international sources, including those in multiple languages. They can connect the local to the global, for example, by explaining how a local issue like their school recycling program exemplifies a global process far beyond their backyards.
From analysis to synthesis to evaluation, they can weigh and integrate evidence to create a coherent response that considers multiple perspectives and draws defensible conclusions—be it an essay, a problem or design solution, a scientific explanation or a work of art.
Also Global Competency Building part 1
http://asiasociety.org/about
GLOBAL COMPETENCE BUILDING part 1
The MDGs-where to now?
We are in the last year of a fifteen year program, the Millenium Development Goals. In the year 2000, eight goals including the alleviation of poverty, education for all children until year 6 and the eradication of HIV AIDS and malaria were agreed to by 192 member nations of the United Nations.
The latest report examines the progress towards achieving the MDGs. It can only be said that the MDGs have made a profound difference in people’s lives. Global poverty was halved by 2010. It is believed poverty can be eradicated within the next generation. Ninety per cent of children in developing regions now enjoy primary education, and enrolment of girl has increased. Remarkable gains have also been made in the fight against malaria and tuberculosis, along with improvements in all health indicators. The likelihood of a child dying before age five has been nearly cut in half over the last two decades. We also met the target of halving the proportion of people who lack access to improved sources of water, although that is not uniform across the globe.