Globalisation and EducationInnovation in the Classroom

Case Study:

The Project Local/Global Thinking

Local/Global Thinking:

Improve our world by

raising awairness

about 21st century global challenges

and invite people

to search for local solutions…

Introduction

• My name;• Study background;

• Your name;• Your country;

• Impression of the culture of the education system in yourcountry;

• Your impression of cultural simularities and differencesbetween your country and the Netherlands.

Autobiographic Notes

• 1989: School of Education (HAN) History and Geography/ Fall of the Berlin Wall/World Without Borders;

• 1994: Master Economic Social History/Theory of History(KUN, now RU). Specialization: the economical and socialdevelopment of Vietnam during the Cold War 1945 – 1989;

• 1997: Started as teacher History, Geography and Economics at Vocational School.

• 1997: Started as student at Third World Center (now CIDIN – Centre for International Development Issues Nijmegen). Specialization: education system of Vietnam;

• 2001: First degree teaching History: relations betweenDutch Universities and Vietnamese Universities;

• 2004: Research in the field;

• 2005: Married in Vietnam;

• 2008: Master Development Studies

• 2010: Academy for Coaching

Side acitivities/projects• PvdA/EVS lokaalmondiaal

• Science Across the World meeting teachers coming from different European countries;

• Partnership between Vietnamese Secondary School and Dutch Secondary School

– Science Across the World as a tool;

• Board member Education for Development – The Netherlands

• Local/Global Thinking

– Connecting pupils, students and teachers

Part I: Why?

• The taks of teachers is to prepare younghuman beings for an adult life in theircommunities;

• Teaching is about passing our cultural heritagefrom the older to the younger generation;

• Culture = a collection of strategies to survive as anindividual, as a group, as a species;

• The challenges of a changing world asks for a dynamicculture: to enable us human beings to survive;

• Teachers need to stimulate young people not only toknow knowledge, but also to understand knowledge!

Teachers need to stimulate young people tothink! and by doing that they re-invent culture.

ACHTUNG BABY (The Fly)

About the re-invention of a group

About the re-invention of a group

Nieuw Amsterdam New York

Challenges ahead!Re-Invention is needed!

Pressure on resources…

… on food…

Slow food

Fastfood

• Population stress (demand/sharing);

• Environmental stress (water, energy, pollution);

• Social stress: – Outside due to capitalist

world system/environment...

– Within social-economical

and cultural differences.

….pressure on societies!

How it can go wrong: Causes of Rwandan Genocide 1994

• Growing population;

• Demand on food and agriculturalresources;

• Poverty among mass/Rich elite;

• Unequal relations between Hutu’s andTutsi, due to colonial politics by Germany and Belgium;

• Hutu groups conducted mass killings of Tutsis: between 800,000 and 1,000,000 people were victim.

Part II: What to do?

From problem to vision

Vision of three elements

1. Imagine Peace

Imagine

Peace Tower

2. Sustainable Development

Sustainable Development

• Brundtland Commission: • Sustainable development is the kind of development that meets the

needs of the present without compromising the ability of future generations to meet their own needs.

• The two key concepts of sustainable development are:

– the concept of "needs" in particular the essential needs of the world's poorest people, to which they should be given overriding priority; and

– the idea of limitations which is imposed by the state of technology and social organization on the environment's ability to meet both present and future needs.

Learning for sustainable development

3. Learning and Culture...

• Personal identities individual point of view: pupil enters classroom with his or her own point of view;

• Collective identities ideas, concepts, rituals, opinions from anindividual pupil are rooted in a collective identity.

• Innovation comming to new concepts, ideas, rituals, etc. byexchange between individuals: within a community and betweencommunities.

• Connected identities because of economic globalisation societiesare more and more connected (by ICT, travel, etc.). Economicglobalisation Cultural globalisation.

• Cultural globalisation demands dialogue!

Teaching forPeace and Prosperity

• The taks of teachers is to prepare young human beings for an adult life in their communities;

• Re-invent our cultures = a collection of strategiesto survive as an individual, as a group, as a species;

• After the break: how to do…?

Part III: How to do….?

After the break!

Globalisation and EducationInnovation in the Classroom

Case Study:

The Project Local/Global Thinking

What did you see….?

Teaching…

Learning…

Teaching and innovation…

• Teaching = copying the past/passing ourheritage/culture

• Learning = improving the future/adapting ourheritage/culture

Framework for 21st Century Learninghttp://www.p21.org/

Part IV: Project design: • Three levels:

1. Sustainable Development targets introduction for pupils about 21st century challenges and invite them to search for solutions…

2. Education targets improving the learningabilities from pupil in our classrooms;

3. Innovation targets improving the educationsystem within our school;

Sustainable Development targets

• Pupils learn about sustainability:

– Domestic Waist Dispossal;

– Fashion, Identity and Culture;

– Renewble Energy;

– Faire Trade;

– (Keeping Healthy);

– (Global Warming);

– (Gender & Population Growth);

– (Micro credit in the West and in the South);

Education targets

• Pupils practice how to do research in their own neighbourhood and construct their own knowledge;

• Pupils practice their presentation skills;

• Pupils practice their intercultural communication skills.

Innovation targets

1. Introducing of Assessments:

- What are the qualities of the student?- Self-assessment: Can I work independent? Can I collaborate? Can I make a

presentation?- What does the student still needs to learn to become succesfull at the next

level (higher secondary education)?- Are teachers able to support this process? - What skills do they need to have/need to learn?

2. Introduction of higher secondary education:

- Pupils have chosen a specialisation ( a package of subjects for their highersecondary education);

- Does it fitt? - Do I have to make another choise?

3. Connecting subjects and projects with longitudinal learning:

- Emphasizing skills: research, collaboration and presentation skills;- Connecting subjects and grades;- What do pupils need to know/need to be able to do in first grade and in last

grade?

4. Connecting Local/global (internationalization):

- Connecting third grade with school trips in fourth grade to Paris, Berlin, etc.;- Compare the perspective from a local point of view in the Netherlands with

comparing the perspective from another point of view somewhere else in the world;

- Connecting school with local organisations and foreign schools;

Part V: How to start such a project?

First phase(about understanding the structure and culture of your school!)

• Realise your position: you are a starting teacher…

• How are things done around here?

• Which positions are to recognize within the school? Whichformal positions and which informal positions?

• How are the personalities from your new colleagues?

• How are the relations between them? Are you able to draw anorganisation scheme from your school? What departments are there?

• Formulate your Goal for the long run

• Formulate targets for a short periode

• Start small

• Take periods of four years

Collect information

– What are the pupil learning needs?

– What are the organisation needs?

– What do you understand about the organisationculture (how are things done around here)? Whatis good? What could be improved?

Brainstorm/dream

Collect different opinions…

Formulate your Goal!

Criteria:

• Peace (= dialogue, internationalcooperation, mutal understanding);

• Sustainablity (social, economical, environmental)

• Improving education methods (= active learning);

• Innovation of culture (= knowledge and technic);

What is the reality of your school? Assess your school culture!

• Teaching versus learning– Are your colleagues teachers or they into arranging learning situations?

• Top down management processes versus bottom up management processes– Where are the decisions made: high in the organisation or low in the

organisation?

• Goal versus process management style– What is the style of management: aiming on goal and targets or amphesising

processes?

• Formal our informal culture?– How do you approach someone?

Culture of Education System in yourCountry?

Formal Recognition

Informal Recognition

Collective Recognition

Individual Recognition

Model 1: Formal versus Informal / Collective versus Individual

Goal directed

management styles

Process directed

management styles

Closed management

styles

Open management

styles

Model 2: Goal versus Process directed /Closed versus Open management styles

Insufficient material

means

Sufficient material means

Insufficient Financial

means

Sufficient financial

means

Model 3: Financial means and material means

Internal reflection (self-

reflection)

Traditional in-service

trainings

Activating in-service

trainings

External monitoring

Model 4: In-service training, monitoring and reflection.

Obstacles and options

• Organize a little project experiment

• Evaluation what is working? What needs to beimproved?

• Does your approach work?

• What obstacles did you encounter? What options became available?

Project organisation

A few golden rules:

• Form a project team! which talents are present + complementairy?

• Make a task division who can do something best?

• Understand your role as project leader! (you are NOT resource manager andyou are also NOT project owner!)

• Documents apply project cycle

Project design ~ Small Scale

• Goal

• Targets

• (Sub projects?)

• Planning (time table)

• Activities

• Result

• Evaluation!

1. Project identification: what experiences are there? what are the facts? what problem is experienced?

2. Preliminary study: what do we want? what problems are likely to be resolved? what are the interfaces with other things? which activities are undertaken? what are the alternatives? which provide for? which results can be obtained? it is worth a feasibility study to do?

3. Feasibility Study: the design of the project: what prospects are there? what is desirable? what input is needed? what process is needed? what will the impact be? the costs and revenues are there? which the project concept and design is examined from different perspectives to the desirability of the procedure, to assess.

Project design ~ Large Scale

• 4. Appraisal / valuation: Unbiased analysis and evaluation performed on the basis of established criteria for acceptability merit or value of an object.

• 5. Negotiation and contracting: is defined which parties participate in the project, which targets a central role, who supplies who receives what timetable is handled.

• 6. Project start and organization: Description of principles, techniques and tools used in planning, control, monitoring and evaluation of the project.

7. Implementation: detailed list of activities, costs, expected problems and diagrams necessary to further the objectives of the strategic plans.

8. Monitoring and review: surveillance activities to ensure that they are on track and on track to meet the objectives and performance targets. If this is not the business should be revised.

9. Transfer to the line organization: the project by the project transferred to line managers, making the project an integral part of the organization.

10. Project termination: termination of the project and development contract;

11. Project evaluation: Thorough analysis of completed or ongoing activities that provide or support management accountability, effectiveness and efficiency. Evaluation of completed activities is called ex-post evaluation, post-hoc evaluation or summative evaluation. Evaluation of current or ongoing activities mentioned in the evaluation. Measuring the extent to which the objectives are met, and detecting the factors that hinder or promote their realization. It is also about establishing cause-effect relationships on the extent to which a particular policy (or set of policies) produces the desired result.

12. Impact Evaluation: Assessing the pros and cons of pursuing a series of actions and the possible consequences, or the extent and nature of the change can cause the end of the project.

Results:

• Raising awairness among youngsters!• Pupils are prepaired for challenges 21st century;

• Improving education in your school!• Improving education elshwere!

• Great learning experiences!

• Communication around the globe!

• Improvement as a teacher!• Benefit your career!

Questions and final remarks?