GLOBAL CHALLENGES AMONG SCHOOL STAKEHOLDERS

Globalization poses big challenges to school administrators, teachers, and students. However, schools
should not be passive recipients to these challenges, rather they should utilize these challenges to
transform education in all aspects. They require students, teachers, and school administrators to take a
comprehensive view of the emerging national and global trends of development and form there define
their positions.

Challenges to school administrators

O A 'stakeholder' is someone who has a vested interest, financial, social or otherwise in an action
or organization.

O In the context of higher education quality, stakeholders are those groups that have
an interest in the quality of provision and standard of outcomes. These include government,
employers, students, academic and administrative staff, institutional managers, prospective
students and their parents, taxpayers

O School administrators must respond to globalization in more complex ways as the world is
getting smaller and more interconnected. Thus, it is important for the school admin to prepare
its graduates as global citizens. This can be done by developing an international outlook that
addresses the growing and increasing complex global demands of companies. Another measure
is to enhance their global competencies in terms of language abilities, knowledge, attitude and
analytical skills through student activities, curriculum, and a variety of international experiences.

Top 10 Issues that impacts School administrations.

1) Charter Schools
Since the first charter school was established less than 10 years ago, this reform movement has been
embraced by hundreds of educators yearning for the freedom to try new strategies to help students
learn.
In exchange for a commitment to meet or exceed a state's academic standards, charter schools are
freed from many of the regulations that govern - and some would say, constrain - what schools can do.
Charter schools can encourage innovative ways of teaching and give students more options to choose
from.
Alleviating a school from regulations and traditional board oversight is inherently risky. In some cases,
charter schools without the needed financial resources or management expertise have run into
difficulties - a few have had to close.

2) Construction and Repair of Facilities

School districts have taken substantial steps in the 1990s to address their facilities needs. Yet, as
buildings continue to age and modern classroom requirements continue to evolve, the extent of the
problem remains immense. The average school building is more than 40 years old, and many classrooms
are inadequate or obsolete.
"If schools are unable to perform maintenance or construct new buildings when necessary," the report
says, "facilities problems multiply, which can result not only in health and safety problems, but also in
increased costs of repairs."
3) Enrollment Boom
Since enrollment in public elementary and secondary schools bottomed out at 39.2 million students in
1984, it has risen each year. According to the U.S. Department of Education, more than 47 million
students were enrolled this year in public elementary and secondary schools. Projections show that
enrollment will peak in 2005 at 47,475,000.
That means that even if school districts had their facilities in good enough shape to accommodate
current enrollment, they still would have to find ways to add classroom space for the growth that is
expected.

4) Funding
School districts can identify their facility needs and devise creative solutions, but without money,
educators can't transform those visions into reality.
To build grassroots support for construction and renovation projects, many districts are inviting all the
stakeholders in their communities to take part in planning facility improvements. By including all parties
in the planning process, school districts are more likely to have the support of the community at large
when they are seeking funding approval at the ballot box.

5) Improving the Learning Environment

As more school districts are able to address their facilities needs, they are focusing not only on how
much space their programs require, but also on what type of space.
Rather than building an uninspiring row of rectangular classrooms along a long corridor, many districts
are choosing innovative school designs that complement the curriculum and enhance a student's
learning opportunities.
"This pressing need to add, renovate or replace educational facilities presents an opportunity for
citizens, educators and facilities planners to take a broader view of what constitutes an effective,
appropriate learning environment,"

6) Security and Safety

After the spate of school shootings in the late 1990s that culminated with the tragic slayings at
Columbine High School in Colorado, school administrators have moved security to the top of their
priority list.
Many schools have responded with more programs to detect potential problems before they reach such
a dangerous level, and others have re-examined their buildings and campuses to see if more equipment
or other changes can help students and staff be more secure.

7) Maintenance and Operations

Despite the recent construction boom in education, most districts have to rely at least in part on aging
facilities.
To save energy and maintenance costs, many districts have turned to performance contracts that allow
them to pay for improvements with the savings generated by the improvements.

8) Staff Training and Retention

 A growing population of students, a trend toward smaller class sizes, and the accelerating pace
of teacher retirements mean districts across the nation will be struggling to find enough competent
teachers to instruct the next generation of students.

9) Technology
With each passing year, technology does more and costs less, and schools have recognized that they
have to offer students access to technology to provide a well-rounded education

10) Unfunded Mandates

Without the money to carry out a program, a district often is put in the position of seeking less costly
ways of meeting a mandate, which can alienate parents who believe their children are entitled to the
most effective program, regardless of cost.
More funding from states and federal agencies would help districts. In the absence of that, districts that
become more efficient in other areas - energy use, maintenance, purchasing practices - may be able to
realize savings that could ease budget constraints.

Challenges to teachers
O There are numerous qualities that educators have to possess to locate their pivotal role in the
education of the 21st century. First, they need to show responsiveness. They must be alert for
the changes and be quick to respond especially with the increasing diversity in schools and
workplaces.

O Time Management

O Adapting class activities

O Helping parents and students meet long -term goals

Challenges to students
O Thinking globally and considering issues from a variety of perspectives are basic requirements in
a globalizing world.

O Academics-the biggest challenge faced by students is in terms of academics. Students face a lot
of stress when it comes to studies.

O The pressure of increasing cut-offs, parents expectations, strict university admissions etc. only
makes the lives of the students much more challenging.

O Competition-it is no surprise that there is competition in this world. Right from conception till
death, every man has to go through so many competitions through life.

O Health issues can be another challenge that student face. Most of the time, youngsters and
teenagers are in the pink of health. However, no one can predict who falls sick and when. Small
students are often prone to fall sick especially with infectious diseases like chicken pox or
measles. They may end up missing school and lessons.
 O Peer Pressure Students face peer pressure not only in schools but also in their societies.
Wikipedia defines peer pressure as “Peer pressure is the direct influence on people by peers, or
the effect on an individual who gets encouraged to follow their peers by changing their
attitudes, values or behaviors to conform to those of the influencing group or individual.”

O Addictions recently, a viral video/meme was making rounds on the internet about a fifteen year
old teen boy, who was suffering from drug addiction. He would chose drugs over food and even
his mother. This is the reality of today’s world.

O Money or Financial Stability Shortage of money is another issue faced by students. Seven out of
10 college students feel stressed about their personal finances, according to a survey. Nearly 60
percent said they worry about having enough money to pay for school, while half are concerned
about paying their monthly expenses.

Reforms in Educational Policy and Practice due to Globalization.

 Globalization has developed concept of nation states creating the ground of similarity,
commonality, and interdependent regarding social, political, cultural, economic, and educational
issues.

 The impact of globalization on education policy and reforms around the world has become a
strategically significant issue.

 Nation-state developed their education policy in regards to what they saw as important to their
nation.

 Education policy is a perspective, mission, and commitment of a nation which determines

national education system.

 Education policy nowadays is formed and implemented in a global context.

 Educational emerged as an universalization and standardization of education policy, practice,

and plan.

 Socio-economic, cultural, physical, psychological, geographical context of an individual has been

realized as a corner stone of the education policy.

 A new paradigm shift in education for this millennium which includes globalization, localization,
and individualization as unavoidable processes

Carnoy(1990) finds three forms of impact of globalization on educational reform

initiatives/strategies.
1. Competitiveness-driven reforms
-improvement of economic activities by improving the quality of labour and human capital.
2. Finance-driven reform
-reduction of public funding on education.
3. Equity-driven reform
-to increase equality of economic opportunity.
  The globalizing agencies of education like UNESCO, World Bank have attempted to restructure
the education policies in terms of the ten themes. They are human capital, budgetary decision,
costing education, educational objectives, educational outcomes, education system, global/local
context, investment, management, and teacher.

 In the 21st century, organizing children with a global context in mind is a solution to ensure that
all children will not be left behind. However, it is not as simple as one may think because there
are critical questions that need to be answered.

A. Reforms in the curriculum. The shift in the international nature of the student population in many
tertiary institutions has raised numerous issues about the form and content of the curriculum that is
delivered. This necessitates shifts or reforms in the curriculum. According to Lourdes Quisumbing
(2000), these major shift in educational paradigm and approaches must be accompanied by
corresponding changes and reforms in our educational system. These policies, practices, and strategies
include among others:

1. Learner-centered and learning-oriented curriculum.

a. Change in the role of the teacher as role purveyor of knowledge to facilitator and motivator of
learning.

b. From rigid selection of students, based on single and fixed criteria to more open and flexible
standards, taking into account the learners multiple intelligences, aptitudes, and interest.

c. From prescribed methodology to more flexible teaching style that respect the uniqueness of the
learners intelligences, motivations, needs, and situations.

2. Contextualized learning

a. From pre-organized subject matter to contextualized themes, relevant and appropriate to the society
and culture.

b. From knowledge limited to the local scene to globalized knowledge, values, attitudes, and skills
interfaced with local wisdom.

c. From traditional methodologies to more modern strategies of teaching and learning with the
freedom to use mixed modes of instruction and more interactive technology.

d. From rigid subject matter boundaries to more interdisciplinary and multidisciplinary approaches to
problems issue.

3. Holistic and innovative methods of assessing educational outcomes

a. Revising the scope and content of assessment of learning outcomes for greater relevance.

b. Designing qualitative and quantitative methods of assessment of performance according to objective.

c. Developing more diversified and creative forms of assessment that can be applied to such categories
as civic values and attitudes, rights, and obligation in the workplace.

B. Transformative education as a progressive paradigm in the globalizing world. Global citizens are
required to see education against of backdrop of broader agenda of universities, policy-makers, and civil
society bodies. Yeban (2004) noted that knowledge in the 21st century must address both the
opportunities and challenges that facilitate and inhibit human and societal development. The kind of
education that will produce, reproduce, and utilize such knowledge is a kind of education that rests on
the pursuit of transformation both personal and social.

It is necessary in re-conceptualizing educational processes and formulating the new pedagogic methods
and environment for students life long learning and development of contextualized multiple intelligence
rather than general knowledge that includes the following:

-technological intelligence

-political intelligence

-social intelligence

-cultural intelligence

-economic intelligence

-learning intelligence

-emotional intelligence

Peace Education
- Peace is not regarded as the mere absence of war .

- is conceptualized to embrace harmony, justice and security at all levels of human.

Definition of Peace

- Part of differing way of life of many cultures

- Varies based on place, religion, culture or subject of study

- Jewish and Christian "Peace be with you"

- Muslim "Asalaam Aleikum"

- Define peace is a vehicle of rule, order, disciplines, equilibrium and above all human depending on the
nature and aspirations of each one and on the available resources and potentials.

 Greeks " Irene" known by the scientific study of Peace -ultimate purpose of life Johan Galtung
  Famous Norwegian peace educator interestingly votes that the Hebrew "shalom" and the Arab
"salam" mean beyond Roman Pax to an understanding of peace that includes justice.

Three People define the Peace

1. Hizkias Asseta (1993)

- Define peace as a philosopy and a paradigm which provide framework.

2. Gilbert Mboubou (2000)

 Define peace as a precarious victory of the forces of cooperation and diplomatic understanding
over those of aggression and domination. 3. A.M. Yinda Yinda (2003)

Two Kinds of Peace

 1. Negative Peace (cold war) - absence of the condition of war

 2. Positive Peace (hot peace) - promoting cultural and structural -no structural violence or social
violence

Levels of Peace
 Loreta Castro and Jasmin Galace (2008) gives four types of harmony which constitute the levels
of peace namely:

 a. Personal or Inner Peace (Harmony with self)

- most fundamental yet the most frequently unspoken

- human lives is peace and harmony with others but not with themselves

- start from developing self- respect

- reflected in the absence of stress, the appreciation and acceptance of life

 b. Social Peace (Harmony with others)

Interpersonal Peace- peaceable association between two or more people (respecting other person

Intergroup Peace- peacable relationship two or more social groups (respecting other groups within a
nation

Global Peace or International Peace- peaceful relation among all nations.

To attain or achive peace we must have:

1. Social Justice- providing every person what he rightfully deserve

2. Tolerance- not means by tolerating but respecting, accepting and appreciating the rich diversity of
cultures and various forms of human

3. Cooperation- joint action of common goods

c. Peace with nature (Harmony with nature)- respect for the environment or sustainable living and care
for nature

d. Peace with Supreme Being ( Harmony with Supreme Being) is the source of universal order, peace
and harmony.

What is Peace Education

 difficult to define

 perceived difficulty by its advocates

 dependent on the context and the purpose for which it implemented

1. Attempts to guide people toward the fulfillment of their own best instincts and to live more
peacefully with others-- Mary Lee Morrison.

2. Process of promoting the knowledge, skills, attitudes, and values needed to bring about behavior
change-- UNICEF (2009)

3. Pedagogical efforts to create a world at peace-- John Galtung

4. Attempt to promote the development of an authentic planetary consciousness that will enable us to
function- Betty Reardon

5. Good, old-fashioned teaching love, respect and thinking with the twist of changing paradigm- Susan
Gelber Cannon.

6. Process of acquiring the values, the knowledge and develop the attitudes, skills and behaviors to live
in harmony with one self with others, and with the natural environment- Encyclopedia, Absolute
Astronomy.

Peace Education
 a. it is development

 b. systematic in its approach

 c. transformative

 d. comprehensive or holistic scope

 e. ethical

Approaches and Methodologies in Teaching Peace Education

Recommended approaches and methodologies to teach the subject are as follows;

1. Cooperative and Collaborative Learning

-This approach of learning offers opportunities for students to work and learn together instead of
competing with one another.

2. Critical Pedagogy

- The teacher involve and require students to pose questions, push them to a critical discussion, and
process of rational inquiry and reflection

3. Inquiry Methodology or Problem Solving

- In this learning strategy, focus is made on the use of higher order thinking skills (HOTS)

4. Emphasis on Conceptual Frameworks

- For this strategy, students are required to know and value the context aor perspective where
the other person is coming from.

5. Conflict Analysis and Responses

- Conflict analysis provides an analytical and action framework

6. Civil Society Participation

- Numerous Non-Government Organization, Private Organizations, or Civil Society Organization

Students may also be involved in various day celebrations such as Human Rights Day, Children’s Day,
UN Day, Day for the Disable, Girl Child Day and Environmental Day

Peace Education Around the World

 In Japan, peace education is limited and defines as “anti-atomic bomb” education. This is
because of their gruesome experience during the World War II. Japanese peace education
chiefly aims to address issues on nuclear disarmament, military domination, and the degree of
accountability for acts of violence and terrorism done in the past.

 In the United State of America, peace education programs often revolve around prejudice,
discrimination, violence, and environmental issues because these are the pressing issues and
concerns of he people.

 In Cameroon, the country’s leadership adopted, the introduction of citizenship education and
democracy in schools and colleges with the main objective of resolving the frequent inter-ethnic
conflicts in the country.
  In Philippines, peace education is centered on peace negotiations and ceasefire agreement
between the government and the revolutionary movements such as the Moro National
Liberation Front (MILF)

Theoretical Views on Peace Education

Interactionist Perspective

- Interactionist believe that like many things in life, peace education starts at home, developed
through socialization or interaction with significant persons in one’s life.

Functional Perspective

- In this context, they may be considered functionalists who believe that school plays a crucial
role in attaining peace from personal level to global level. In short, educational system
accomplishes the peace-building mission for society because they have the power, authority,
capability, and the environmental requirements to carry it out.

Conflict Perspective

- The role of education in promoting solidarity, peace, and harmony is one of the great self-
illusions of education.

Critical Perspective

- Critical theorist argue that peace education is a tool in Western countries use to cover up the
injustices and oppression they have caused the world, especially to the third world countries.
They also believe that peace education is a form of Western hegemony or supremacy, that is
keeping the Western nations power by prescribing peace education as the universal philosophy
and pedagogical norm.