1. Global Competitiveness in the
21st Century
Rachel Hall
EDU 274
February 10, 2012

2. Global Education
“Global education
develops the knowledge,
skills and attitudes that are
necessary for decision
making and effective
participation in a world
characterized by
interconnectedness,
cultural pluralism and
increasing competition for
resources” (Merryfield).

3. Higher Achieving Countries…
Teach fewer topics but teach them more deeply
Focus more on reasoning skills and applications of knowledge
Have a more thoughtful sequence of expectations based on
developmental progressions

4. In Order to Succeed…
 Americans need the ability
to find, analyze and use
information to solve real
problems
 Americans need to write
well and speak clearly and
persuasively
 Americans need to defend
ideas
 Americans need to design
and manage projects

5. Skills Needed
 Active participation and
practicing
 Critical thinking
 Collaborative exploration
 Searching and processing
information
 Acquisition of new knowledge
 Problem solving
 Communication
 Collaboration

6. Change in Curriculum
choose curriculum that is relevant to modern society
Need to know more Need to…
about…
 go beyond the current focus on the
 science and technology basics and develop deeper knowledge
in math, science and technology;
 different cultures
 redesign highs schools and create
 foreign languages graduation requirements to motivate
higher achievement and promote
important international knowledge and
 world geography key skills
 current events  move from a subject based curriculum
to a broad knowledge base
 international trade and global
economy  Create an elementary school immersion
program
 history
 Emphasize independent research
courses to give students the tools to
address global issues

7. Science and Technology
Use technology in ways to
expand the availability of
international courses and links
to schools in other countries
Use programs like iLEARN and
GLOBE to help students work
with peers in other countries

8. Knowledge about other Cultures
How Why
 Use student faculty exchangeprograms the  To be able market products
around the world
 Add international dimension to all subjects
 Encourage students to reach out to peers in  To be able to work effectively
other countries with foreign employees
 Expand teacher training in world
history, cultures, economics, world  To help students understand and
geography and global challenges respect other countries
 Develop language pipelines from primary
through college  To promote effective leadership
abroad
 Introduce international studies requirement
for graduation
 To enable collaboration with
people all over the world

9. Assessments
 Use open ended items that require
analysis, application of knowledge
and how to write extensively
 Emphasize project-based, inquiry
oriented learning
 Influence day to day teaching and
learning
 Focus on the development of higher
order skills
 Focus on the use of knowledge to
solve problems
 Guide and encourage students own
reflection and self assessment
 Use open ended authentic tasks so
students can demonstrate content
knowledge and analytic skills

10. Assignments
 Students need to have a
regular dose of challenging
assignments that require
thoughtful reasoning and
the ability to communicate
their thinking. Then they will
be prepared for the kind of
problem solving needed in
this world. For example:
 Research projects
 Science investigations
 Development of
products
 Reports or presentations

11. Assessments Monitored from
State Level Instead of National
Level
Because…
 it is closer to the schools
 it is a way of enabling
strong teacher
participation
 it ensures high quality local
assessments that can be
moderated to ensure
consistency in scoring

12. Teachers Role
 Encourage students to be active learners who
can find, analyze and use information to solve
problems in novel situations.
 Cultivation of independence and active
learning encourages students to develop
analytical thinking, problem solving and
metacognitiveskills
 Give them the knowledge, skills and attitudes
to become active participants in the global
world
 Establish a safe and secure classroom
environment
 Set a standard toward which everyone must
work towards
 Guide and encourage students own reflection
and self assessment
 Use open ended authentic tasks so students
can demonstrate content knowledge and
analytic skills

13. Models of Global Education
Hanvey Merryfield
 Perspective consciousness:  Human beliefs and values
awareness of and appreciation for
other viewpoints of the world  Global systems
 State of planet  Global issues and problems
awareness, emphasizing global
issues and events  Global history
 Cross cultural awareness;  Cross cultural understanding and interaction
understanding of world cultures
 Awareness of human choices
 Systemic awareness; deals with the
nature of global systems  Development of analytical and evaluative
skills
 Options for participation, like
 Strategies for participation and involvement
model UN, etc

14. Bibliography
 Brown, Susan, and Marcella Kysilka. What Every Teacher
Should Know About Multicultural and Global Education. 1-
17. Web.
 Darling-Hammond, Linda, and Laura McCloskey. "What
Would it Mean to be Internationally Competitive?."
Assessment for Learning Around the World. 90.04 (2008): 263-
272. Print.
 Mazurek, Kas, and Margret Winzer. Schooling Around the
World. Boston: Pearson Education, 2006. 72-77. Print.
 Stewart, Vivien. "Becoming Citizens of the World." Prepared
Graduate. 64.7 (2007): 8-14. Print.

15. Pictures
 2009PISAGraph.jpg  exam.JPG
 Science-students-001.jpg  Picture clipping.pictClipping
 secondary-school-career.jpg  student presentation.jpg
 GlobalEducationDelaney.png  north-carolina-county-map.gif
 success.jpg
 collaboration.jpg
 science and tech logo.jpg
 people.jpg