Global Partnership for Education

GLOBALIZATION AND EDUCATION

Globalization refers to an increasing interconnectedness and convergence of activities and forms of life
among diverse cultures throughout the world.

Education for globalization should therefore nurture the higher-order cognitive and interpersonal skills
required for problem finding, problem-solving, articulating arguments, and deploying verifiable facts or
artifacts.

Core Values of Global Educ.

• Peace and Non-Violence

• Social Justice and Human Rights

• Economic Well-being and Equity

• Cultural Integrity

• Ecological Balance

• Democratic Participation

Core Skills & Competencies

• Self-worth and Self-affirmation

• The Affirmation of Others

• Critical Thinking

• Effective Communication Skills

• Non-Violent Conflict Resolutions

• Imagination and Effective Organizing

Socio-Cultural Issues on Globalization

• Massive Migration

• Managing Differences

• Global Changes in Culture

Teachers and schools need to have the flexibility to cope with and make use of the cultural resources that are
in their classrooms.

Education creates a capacity to mitigate the disparities in the world today that are potentially very
destabilizing, both from an economic and a political point of view.

What the world seems to be learning is that illiteracy anywhere creates economic and political risks
everywhere.

Globalization’s increasing complexity necessitates a new paradigm for learning and teaching.

ASPECTS OF GLOBALIZATION

• Industrial globalization, trans-nationalization

 • Financial globalization

• Political globalization

• Informational globalization

• Cultural globalization

Needed Reforms in Education

• A. Content of Education

▫ Curriculum up-gradation

▫ Productivity orientation

ASEAN INTEGRATION

• Aug. 8, 1967- when Bangkok Thailand hosted the first convergence of five countries such as
Indonesia, Malaysia, Philippines, Singapore and Thailand.

• 1984- when Brunei Darussalam joined the group

• 1995- Vietnam was part also

• 1997- included Lao PDR and Mayanmar

• 1999-included Cambodia

FUNDAMENTAL PRINCIPLES OF ASEAN

• Mutual respect for the independence, sovereingthy, equality.territorial integrity, and national identity of
all nations;

• The right of every State to lead its national existence free from external interference, subversion and
coercion;

• Non-interference in the international affairs of one another;

• Settlement of differences or disputes by peaceful manner;

• Renunciation of the threat or use of force; and

• Effective cooperation among themselves.

AIMS & PURPOSES OF ASEAN

• to accelerate the economic growth, social progress and cultural development in the region through
joint endeavours in the spirit of equality and partnership in order to strengthen the foundation for a
prosperous and peaceful community of South-East Asian Nations”.

• To promote regional peace and stability through abiding respect for justice and the rule of law in the
relationships among countries of the region and adherence to the principles of the United Nations
(UN) Charter;

• To promote active collaboration and mutual assistance on matters of common interest in the
economic, social, cultural, technical, scientific and administrative fields;

• To provide assistance to each other in the form of training and research facilities in the educational,
professional, technical and administrative spheres;

• To collaborate more effectively for the greater utilisation of agriculture and other industries, the
expansion of trade (including the study of problems of international commodity trade), the
improvement of transportation and communications facilities, and raising the living standards of their
peoples;
 • To promote Southeast Asian studies; and

• To maintain close and beneficial cooperation with existing international and regional organisations
with similar aims and purposes, and explore all avenues for even closer cooperation among
themselves.

The idea of globalization propels the students to become analytical, collaborative, decisive and morally
upright.

Before they can live with people with different cultures, it is a must to know and understand their cultures. This
is multicultural literacy.

WHAT IS MULTICULTURAL LITERACY?

• It is defined through the idea of inclusive education where students of all cultural backgrounds are
provided with the respect and recognition they deserve in the classroom. (Taylor & hoechmen, 2011).

• Through the use of multicultural literacy,culturally marginalized students feel more respected and
comfortable in the classroom as they feel their needs are being met and voices being heard. (O´Byrne
& Smith, 2015)

• Aside from basic literacy, students must acquire other forms of literacies which consists of knowledge,
skills and commitment essential to take action to make the world more just and humane. ((Banks &
Stark, 2003)

• It is awareness and appreciation of different beliefs, appearances and lifestyles. It promotes

understanding. Reading multicultural books and stories which provides cultural awareness of others;
provides a look at history, customs , values and language of a particular cultural group as well as
understanding among different cultures. (Bsndev, 2004)

TIPS TO FOSTER ENGAGING CULTURE

C-reate new circle of friends.

O-ffer time and resources.

N-etwork ideas.

N-ote similarities and differences of beliefs and practices.

E-xplore opportunities.

C-are for each other.

T-ransfer learning.

GLOBAL COMPETENCY FRAMEWORK

 • Global Competence is a multi-dimensional construct that requires a combination of knowledge, skills,
attitudes and values successfully applied to global issues or intercultural situations. Global issues
refer to those that affect all people, and have deep implications for current and future generations.
Intercultural situations refer to face-to-face, virtual or mediated encounters with people who are
perceived to be from a different cultural background

THE NEED FOR GLOBAL COMPETENCE

1. To live harmoniously in multicultural communities

2. To thrive in a changing labor market

3. To use media platforms effectively and responsibly.

4. To support the sustainable development goals

DIMENSIONS OF GLOBAL COMPETENCE

1. Examine issues of local, global and cultural significance

2. Understand and appreciate the perspectives and world views of others

3. Engage in open, appropriate and effective interactions across cultures

4. Take action for collective well-being and sustainable development

FOCUS OF CURRICULUM FOR GLOBAL COMPETENCE

1. Culture and intercultural relations

2. Socio-economic development and interdependence

3. Environmental sustainability

4. Global institutions, conflicts and human rights

• Perspective-taking- the cognitive and social skills of understanding how other people think and feel

• Adaptability- the ability to adapt systems thinking and behaviors to the prevailing cultural environment
or to situations and contexts that can present new demands or challenges

TERMS TO BE CONSIDERED:

• Global-mindedness is a worldview, in which one sees himself/herself connected to the community

and feels a sense of responsibility for its members.

• Respect is a positive regard for someone based on judgment of intrinsic worth.

PEDAGOGIES FOR PROMOTING GLOBAL COMPETENCE

1. Group-based cooperative project work

2. Class discussion

3. Service learning

4. Story circle approach

5. Simulations
 6. Interviews

7. Role plays

8. Online games

IMPLICATIONS TO TEACHING & LEARNING

• Teachers must have clear ideas on global and intercultural issues that students may reflect on.

• Teaching about minority cultures in different subject areas entails accurate content information about
ethnically and racially diverse groups and experiences.

Implications…

• Teachers and students should critically examine textbooks and other teaching resources and
supplementary information because these can distort learning.

• People can learn better and become more engaged when they get connected with the content and
when they see its relevance to their lives and their immediate environment.

In order to attain respect for diversity in the classroom, teachers should integrate global multiculturalism in the
lesson by citing relevant issues to be addressed.