Welcome to Global Projects

Please excuse my excitement as I share something that I’m proud of.

Welcome to Global Projects

Global Projects

The global economy and technology are transforming the Australian economy and society. The work people do is changing and in order to prosper, skills need to be adapted.

Our workforce is going global and the global workforce is coming to us. Young Australians need global competencies to live and work all over the world in global teams with global clients.

Global Projects help teachers to plan for meaningful deep learning experiences that develop global competencies. They enable the investigation of global events, with many referring to the UN Sustainable Development Goals, answering the call for global citizens who can make a difference in their lives and the lives of others.

Global projects allow teachers to incorporate multiple learning areas, teach the Victorian Capabilities in an authentic context and provide opportunities for students to have agency over their learning.

These projects have been sourced from across the globe and will shortly be published with alignment to the Victorian Curriculum. The work has been done for you. Keep a watch out!

For more information about Global Projects and the implementation in your classroom

contact marilyn@bethinkglobal.com.au

Bethink Global brings global issues to the curriculum in an exciting and positive call for globally competent learners

 

The 2030 Agenda for Sustainable Development: a different strategy for a different time

….the rise of political parties whose platforms thrive on nationalism, protectionism and xenophobia, strayi further & further away from traditions of tolerance & inclusiveness in democratic societies….

The requirement for global citizenship to be part of the education system is an imperative in a changing world. Our young ones deserve our thoughtful preparation for the issues set up on our watch.

https://sustainabledevelopment.un.org/hlpf/blog2017/week19_2030agenda

I used to be a classroom teacher.

  My vocation in life became learning and the sharing of that learning.

Year after year I searched for every possible way to switch on that love of learning for each learner that sat in my class.  In the beginning of my professional journey and fresh out of under graduate studies it was youth, enthusiasm and dogged determination that spurred me on. As the years moved on, the curriculum filled, the administrative duties increased, the accountability sky rocketed and the number of duties outside the face to face teaching time soared. I barely had breathing space, yet alone time to understand the rationale behind the curriculum of the day.  I taught through many iterations of my State’s curriculum.  Each time, the opportunity to thresh out the direction and implication became more fleeting. The treadmill of pace became faster.

I recall the Melbourne Declaration on Education Goals for Young Australians, a manifesto written by politicians in 2008, that promised every child a world-class education was released. The year was 2008.  I was on sick leave when the professional development about the Melbourne Declaration took place at my school. In fact, I barely knew about that document at all.  The years moved on and my teaching and learning were without its wisdom. Time was too short to educate myself to learn about the world, to smell the roses.

After my time in the classroom I became an education officer for a project that opened my eyes and enabled me to learn with other teachers. I looked at curricula from here and across the globe.  I learned to use social media and met other educators from around the world, discussed pedagogies, educational development, and future implications. Books and research articles caught my attention and I put myself out there to continue my passion of sharing learning but this time on a global stage. I travelled-to places I never dreamt I would. I’ve seen other cultures, other perspectives to life that in turn have broadened my understanding of what it is to live. I set up a website, simply because I had the time to learn how to do so. My network of educators has expanded to the point that there is always an opportunity to discuss or work at understanding more about learning. And I know all about the Melbourne Declaration.

Now I am retired from the classroom but still highly involved in education.  I have the time to reflect and review curricula, educational research and directives. I can now connect the dots. I learn every day-about education, the perspectives available and the fascinating stage that is the setting for every engagement we make-our world and its people.

And here’s the point. Teachers are time poor. They barely have the chance to get to the bathroom or document on each student. They are saturated in educational material, to much to absorb and implement without the time to do so. That’s if they’re not sick.

Their training is also needing review. “Teachers have not been trained to the new requirements. There is a lack of political courage due to a lack of understanding by the general population of the risks of not moving forward. In fact, change is the safest approach.” Charles Fadel, 2017. The attrition rates for new teachers (estimates vary from 25% to 40% within five years) should concern us. (The State of Australia: education, The Conversation, 2014). That’s not a great return on four years of study.

Here’s my two bob’s worth. Take a long hard look at how we are educating our students. Our system of learning and teaching has not perceptibly moved on since the models constructed in the industrial revolution. Today the world of work is changing fast. Jobs are disappearing as automation replaces the need for people and new jobs are emerging that demand transferable skills and capabilities. Schools do not teach for the societal needs at large and employability. This is coupled with narrow assessments focused on traditional knowledge [The 3 Rs] and placing a value on scores – not deep learning.” Charles Fadel, 2107.

“Research consistently demonstrates that teacher quality is the greatest in-school influence on student engagement and outcomes.” (‘Great Teaching, Inspired Learning: What does the evidence tell us about effective training?’ NSW Department of Education and Communities, Centre for Education Statistics and Evaluation, Office of Education, 2013). Teaching is an isolated profession. I’d factor sabbaticals into a teacher’s years of duty, an opportunity when they can go out into a community, wherever that may be, and just learn for the sake of learning. The experiences will be enriching, will reinvigorate them as educators and reignite their passion to educate others.

Investing in educators would have to be a comprehensive insurance for the improvement in quality of education, for the improvement in attitude of students and for the direction our leadership says it wants- to promote equity and excellence in Australian schooling and to have successful learners who are confident and creative individuals – active and informed citizens.

 

What makes a great global project?

As part of Global Leadership Week I’m took my first steps to enter the real time world of connected learning.

I was to start a Twitter Chat on Global Projects  using the hashtag @globalprojects   

Now if you’ve hosted a real time chat you’ll know that countdown time is quite a tense one.  Is everything in place. Will I sound cool? Will I have followers?

But just 15 minutes before my start time I decided to search my hashtag.  Yes, it had already been used, which meant I’d be bringing people into the discussion who would have no idea what I was doing. Mad rush to change that hashtag to … #glopro  This one sounded on trend! Continue reading

Switched on Schools

Being the change you wish to see in the world.
Mahatma Gandhil.

Two schools across the country are showing leadership in environmental ansd sustainable change. Agents of societal change, students from Freemantle Senior High School and Melbourne Girls College are partnering with local community, influencing policy makers and through change leadership, are intrinsically motivated to make a difference. Pedagogical transformation to an otherwise outdated and uninspiring curriculum has led these students to deeper learning and more ambitious expectations about their own future.

In 2012, Freemantle SHS became the first Carbon Neutral High School in Australia by reducing their fossil fuel use, implementing renewable energy projects and capturing carbon emissions through tree planting and using a ‘whole-school’ approach and with the help of community partnerships, Freemantle SCS, cut their carbon emissions by over 15% in the first three years of the Carbon Neutral Project.

Watch their video: Champion, audit, partner, action, repeat 

With the aim of making their school carbon neutral

Melbourne Girls’ College is an award winning sustainable school, proudly partnering with the City of Yarra with the ambition to be Carbon Neutral by 2020. MGC is the 2015 recipient of the Zayed Future Energy Prize, receiving funding to put plans into action and now boasts an interactive PV solar array, pedal and ergo generators, a microhydroturbine and solar powered seal fountain with a strategy to reduce energy use to achieve their goal.

I had the pleasure of visiting Melbourne Girls’ College during a student led sustainability conference late last year. The passion, co-learning and collaborative culture among students from a number of schools involved in the conference was inspiring.

The MGC students also held an action to celebrate their school’s pledge and send a message to decision makers to follow their lead and power all schools and Australia with 100% renewable energy !

Huge congratulations to the MGC environment team, students, staff and parents for leading the way and adopting the pledge !

Victorian schools are encouraged to adopt renewable energy practices with the help of Sustainability Victoria, but so far none have achieved carbon neutral status.

The Victorian Department of Education and Training said two-thirds of schools’ total energy use was consumed outside of school hours. It also estimated that as much as 40 per cent of all energy use in schools is not essential.

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What is most impressive is that both schools have leadership teams that enable student led deep learning.  The students experience the CNP at South Fremantle SHS in all learning areas. It is embedded deeply in the school curriculum, for example in sustainability themes in Science, Marine and Ocean, and Earth and Environment studies. It is embedded in qualifications such as our students’ achievements and hands on experience in conservation through endorsed community programs such as the Rio Tinto Earth Assist Program. It is equally embedded in community service; since 2008 South FreemantleSCS students have propagated and planted over 29,000 trees in the school grounds, in the Wheatbelt and in bush-fire affected Toodyay via our ‘Seed to Tree’ project.

Tree planting in the wheatbelt

Tree planting in the wheatbelt

By involving students in deep learning they become active in caring for our planet’s future, applying their learning in meaningful ways inside the school and outside in the community. South Fremantle SHS is one of only two schools in WA nominated to participate in STELR, a national initiative that encourages students’ participation in Maths and Sciences with a particular focus on renewable energy. Twenty one students attended the 2013 Australian Youth Climate Coalition Event – ‘Start the Switch’ workshops, mentoring and training in sustainability leadership.

It makes me so proud to know that young people are doing great things to make positive change in their schools and communities. These are the global citizens of tomorrow, TODAY.

Chocolate that is DIVINE

Divine chocolate   

Divine chocolate is absolutely delicious and even more so knowing the story behind its fair trade and sustainable production story.  Congratulations CEO Sophi Tranchell; you’ve shown the world that business does not have to profit at the cost of the people who matter.

This is a business model worthy of demonstration to students who aspire to be global citizens.

http://bit.ly/1VtOHhU

The voice of persons with disability

PHNOM PENH – “Welcome to our Global Knowledge programme on the Voice of Persons with Disabilities broadcasting from Phnom Penh to Siem Reap province (FM92.25 MHz) and Preah Sihanouk province (FM88.75 MHz).”

Cambodia radio for persons with disability

From inside a crammed studio on the ground of a Buddhist pagoda, the announcement by Ms. Phoum Leakhena, an anchor, made debut for the first time a radio programme by and for people with disabilities. Its mission is to provide an airwave channel for them to make their voices heard and to promote their rights and opportunities as equal members in the Cambodian society.Radio for Persons with Disability

Disability in Cambodia

  • The number of people with disabilities is around 700,000 or 5 percent of the country’s population
  • People with disability face many barriers including physical, social, economic and attitudinal.
  • They lack access to appropriate, quality and affordable healthcare, rehabilitation, education and disability services.

Radio by and for persons with disabilities

Also One man’s story

Find more on global learning    http://bethinkglobal.com.au

 

 

Wanting our children to achieve global citizenship – do teachers have the skills to teach it?

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Research and experience tell me that parents, government leaders and business want young people to become active and responsible citizens of the world and to obtain jobs where interaction with people in other countries and from other cultures is productive and economically rewarding. Continue reading

Advancing Global Citizenship Education

UNESCO Asia Society partnership

UNESCO/Asian Society “We must educate a generation of global citizens — versed in human rights, culturally literate, skilled for intercultural dialogue, compassionate and committed to building a better world for all.

Global Perspectives: A Framework for Global Education in Australia 2008.
“Enabling young people to participate in shaping a better shared future for the world. It emphasises the unity and interdependence of human society, cultural diversity, social justice and human rights, building peace and actions for a sustainable future …. global citizens who can contribute to a more peaceful, just and sustainable world.

The Global Education Project was delivered for 15 years, assisting tens of thousands of Australian teachers to embed global perspectives in their curricula. Funding to the Project ceased in 2014. In 2015, UNESCO and the Asia Society deemed Global Citizenship education a framework of priority importance.

www.globaleducation.edu.au

http://www.marketwired.com/press-release/-2081442.htm

Global Citizenship-not a subject

EdIndia tileucation for global citizenship helps enable young people to develop the core competencies which allow them to actively engage with the world, and help to make it a more just and sustainable place. Continue reading