E4GI Mission
The role of education is helping to shape the attitudes, values, and skills of a multi-cultural democratic citizen who can be part of an increasingly cosmopolitan world ...
A goal of E4GI is to prepare students to function in diverse society based on the principles of participation and democracy. E4GI goal can be achieved through challenging students to think critically about the material they are learning; promoting an appreciation of multicultural voices within the classroom; encouraging students to question and openly discuss critical issues surrounding diversity and multiculturalism; making students aware of their rights and obligations as individuals and as members of various communities; and lastly, preparing students to live in a global society. Learning to live together implies that educators must help students to acquire the knowledge, skills, attitudes and values needed to become active, responsible and productive citizens of today's global interdependence.
For knowledge, students should have an understanding of the key concepts relate to global interdependence such as global citizenship, diversity, interdependence, sustainable development, globalization, human rights, constructive communication, social justice, and multiculturalism. For skills, students should have research and inquiry skills, theory testing, critical thinking, communication skills and political skills essential for civic engagement in a global society as well as the ability to challenge injustice and inequalities, cooperation, and conflict resolution. And at last for attitudes and values, students should have appreciation of human dignity, respect for people and things, belief that people can make a difference, empathy toward other cultures and viewpoints, respect for diversity, valuing justice and fairness, commitment to social justice and equity, curiosity about global issues and global conditions that shape everyone's life, concern for the environment, and commitment to sustainable development. E4GI creates possibilities for achieving more equality, social justice, understanding and cooperation amongst peoples with diverse cultures.
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Global education aims at opening a global dimension and a holistic perspective in education in order to help people understand the complex realities and processes of today’s world and develop values, attitudes, knowledge and skills that will enable them to face the challenges of an interconnected world; developing learning communities, in which learners and educators are encouraged to work cooperatively on global issues; accepting otherness and interdependency and creating the conditions for others to express themselves and build behaviour of solidarity' and stimulating and motivating learners and educators to approach global issues through innovative teaching and pedagogy.
Read more:
http://www.coe.int/t/dg4/nscentre/ge/GE-Guidelines/GEguidelines-web.pdf
In the current context technologies, while appearing to be capable of solving every problem,in reality increase the differences between those having access to the knowledge and the technologies themselves, and those who do not. At a time when we seem to know persons well even though we have never met them, we are finding ourselves not being in the habit of sharing opinions and things with those with whom we interact closely in our daily lives. The dynamics of the contemporary world and our current position as human beings impose on us the necessity to rethink the foundations on which rest our notions of individuality, society, solidarity, citizenship and identity. Has education changed with respect to the above situation? Is it changing or has it still to change? Can we continue to perceive the role of education today in the same way as it was up to a few decades ago? How can we build and put into practice an education that is adequate to our times? How can we ensure that this education, in the medium term, will contribute substantially towards improving our immediate contexts and the global one? It is necessary for schools to give special priority to these questions, and to delve deeper into those analyses that allow us to read into our present with a critical mind and to reflect upon it with a pedagogical mind frame.
Read more:
http://intranet.ucodep.org/educiglo/images/stories/global_citizenship_education.pdf
In a fast-changing and interdependent world, education can, and should, help young people to meet the challenges they will confront now and in the future. Education for Global Citizenship encourages children and young people to explore, develop and express their own values and opinions, whilst listening to and respecting other people’s points of view. The aim of Education for Global Citizenship is to prepare the global citizen as someone who: is aware of the wider world and has a sense of their own role as a world citizen; respects and values diversity; has an understanding of how the world works; is outraged by social injustice; participates in the community at a range of levels, from the local to the global; is willing to act to make the world a more equitable and sustainable place; and takes responsibility for their actions.
Read more:
http://www.oxfam.org.uk/education/gc/files/education_for_global_citizenship_a_guide_for_schools.pdf
We live in one world. What we do affects others, and what others do affects us as never before. To recognize that we are all members of a world community and that we all have responsibilities to each other is not romantic rhetoric, but modern economic and social reality. Today’s students will be working in a global marketplace and living in a global society. In order to succeed and to become leaders in this new world, they must acquire a far different set of knowledge, skills and perspectives than previous generations. They must be prepared to trade with, work alongside and communicate with persons from radically different backgrounds than their own. They must be trained to understand and confront complex new global threats, from terrorism to a global flu pandemic. The task now is to develop a whole new definition of education for success in the 21st century.
Read more:
http://www.goldmansachs.nl/citizenship/philanthropy/publications-and-resources/advancing-academic-achievement-publications/educating-leaders-for-global-society.pdf
Globalization has led to an increase in the frequency and type of interactions among people of different cultural origins. In some countries this results from immigration. In most it results also from the increasing use of telecommunication technologies and from the transformed production and trade of goods and services. The multidimensional nature of global competency means that providing opportunities to develop it must also be a multifaceted process. Some subjects can help to develop that knowledge: world history, geography, and foreign languages. But global competency can also be developed in learning to read by reading texts that reflect cultural diversity, and in learning science, by conducting projects that help illuminate the transnational nature of the scientific enterprise. Central to developing global skills is to foster student engagement and interest in world affairs. Societies and communities need to have clear purposes for the schools they sustain, just as teachers and principals need purposes to align their efforts in teaching students, just as students need to see that the purpose of their education is to help them develop and achieve purposes in life.
Read more:
http://globalcompetency.wikispaces.com/file/view/Educating_for_global_competency.pdf
Read more:
http://globalcompetency.wikispaces.com/file/view/Educating_for_global_competency.pdf
The Charter presents a series of arguments for political and educational decision makers to take up the challenges we have to face today and will have to face tomorrow. It is intended to stimulate the debate about how education should be organised, how the curriculum should be formed in order to keep up with rapid changes in a more and more interdependent society, by translating the globalisation issues into school programmes.
Read more:
http://www.coe.int/t/dg4/nscentre/ge/GE-Guidelines/GEgs-app2.pdf
To be productive citizens in the 21st century, students need to understand the challenges facing the world today. As distances shrink, borders become fuzzy and global relations become everyday considerations, a new way of thinking must be imparted to students to understand their role in this changing arena. We must help them identify their personal stakes and interests as global citizens. Several questions must be addressed. What do we mean by global citizenship? What are the skills, appreciations and knowledge that students need to be prepared for the global world in which they will live? What are the challenges they will confront? How can we, as international educators, achieve these goals?
Read more:
http://www.apsanet.org/tlc2007/TLC07HobbsChernotsky.pdf
We live in an age of increasing social and ecological interdependence playing out on a global scale. The pressures associated with this heightened interdependence are placing new demands on liberal arts universities as they struggle to prepare critically engaged citizens for this new reality. To date, many liberal arts universities have responded by adding a few global issues courses to their offerings, creating more opportunities for students to study abroad, and increasing foreign language requirements where they were previously lacking. In addition, the language of “global citizenship education” is beginning to permeate the academy. Today’s university educators can play their part in laying the foundations for a more just and sustainable global community. Global citizenship learning outcomes will undoubtedly vary according to the institutional culture and commitments of different universities, and they will surely evolve over time.
Read more:
http://myweb.wwu.edu/karlberg/articles/GC-Interdependence.pdf
Read more:
http://myweb.wwu.edu/karlberg/articles/GC-Interdependence.pdf
Nine goals for globally competent learners: 1) is empowered by the experience of global education to help make a difference in society; 2) is committed to lifelong, global learning; 3) is aware of diversity, commonalities and interdependence; 4) recognizes the geopolitical and economic interdependence of the world; 5) appreciates the impact of other cultures on American life; 6) accepts the importance of all peoples; 7) is capable of working in diverse teams; 8) understands the nonuniversality of culture, religion and values; and 9) accepts responsibility for global citizenship.
Read more:
http://www.fdu.edu/newspubs/magazine/03su/ace.html