Global Education

Workshop Learning Outcome

1. Understand human rights and social justice in the world and their role in promoting peace for all the people. 
2. Promote sustainable future where people recognize their specific role in enhancing sustainability in the world. 
3. Development of critical and creative thinking that allows individuals to accommodate diverging views of other people in the world. 
4. Building an ethical society that has respect for other people believes irrespective of their origin in the world. 
5. Promote culture diversity and personal identity thus influencing individuals’ ability to understand social and personal capacity. 
6. Promote understanding of interdependence in the world and role of a person in promoting just society. 
7. Support the world in enhancing accessibility of basic needs for the society irrespective of their background or race. 

Rationale for the Specific Audience, Context, and Discipline

Rolling out global education requires support of different stakeholders who are necessary in influencing the success of the project. Educators such as teachers have a critical role of implementing global education in their students. Therefore, it is important that educators understand what global education and their role in passing such information to the students (Keller, 2015). Through the workshop, the educators will learn the importance of students understanding their responsibility in promoting a world that is sustainable for future generations. However, the objective is unachievable without first making them understand how globalization is affecting daily activities of people in the world. Therefore, the workshop equips teachers with knowledge of how their students are future participants of supporting cohesive world. Furthermore, educators will get insights of approaches to use in classroom to impart global education in their learners. 

School leaders especially the administrators are also relevant in supporting the curriculum through providing necessary materials for learning when the program starts (Keller, 2015). The leaders require understanding need to support teachers efforts in implementing global education. Actually, as managers of the school, they require an understanding of their role in influence roll out of the program (Keller, 2015). Additionally, the workshop will emphasize need to work as a team for the leaders and the teachers in their school. Further, the workshop will engage the leaders on need to offer transformational leadership to ensure that the educators share with the vision of the curriculum. The community that comprises of parents and the society is home for the students in the school and any new program requires their input to avoid opposition. Through the workshop, the community will learn significance of globalization and importance of their children embracing global outlook (Keller, 2015). The session will ensure that the community understands that their children cannot live in isolation with the global world and need to understand how to survive. The impact will be conviction of parents to support the program to enhance the competitiveness and relevance of their children in future.  

Proposed Global Education Model for the Workshop

The model of global education proposed for the workshop is the one that emphasize need of an individual taking a global citizenship perspective (Tye, 2014). The model is necessary in ensuring that individuals are able to perceive their unique role in developing the world to be a sustainable place to live. Indeed, the model looks at a global curriculum that help understand emerging topics that affect people uniformly in the world. Topics such as impact of global warming and its contributing factors are available in the model. The model will help develop students that understand that they have a unique role in promoting a safe environment. Indeed, irrespective of their location in the world, their activity can positively enhance a sustainable future. The model is also reliable in providing pedagogy, content and perspectives on various complex topics about the world (Tye, 2014). Through the model, it is possible to build a future where people value equity, inclusion and diversity. The impact is appreciation that every person in the world has a role in supporting progress in the global stage. 

Draft Outline and Sequence of the Workshop

1. Welcome all the stakeholders such as educators, community and leaders to the global education workshop. 
2. Highlight the topic and the objective of the workshop and give a brief of what global education entails. 
3. Give a presentation of how globalization is affecting the manner people interact in the world and its potential in influencing the future of our students. 
4. Offer examples of past global issues that relates to social, political and economic activities in the worlds and how they affected our country. 
5. Discuss the role of embracing diversity in the world and its impact in influencing cohesive world organizational success and working in different cultures. 
6. Discuss how global education is helping supporting different agenda in the world. 
7. Give various challenges that face global education and the role of different stakeholders in handling such problems.
8. Discuss the different roles to the various stakeholders necessary in influencing progress of global education. 
9. Offer an open session to receive questions or concerns from the stakeholders in the workshop and give appropriate answers.  
10. Close the workshop with an appreciation remark and a proposal for the school to adopt the program. 

Three Major Global Education Models

Major models for education include professional pedagogical model, economic growth model and human rights models (Meyer et.al. 2017). The oldest model is the one that focuses on human rights and came in place in 1945 after World War II with the aim of promoting multilateral cooperation (Meyer et.al. 2017). Through UNESCO, the model aimed at promoting security and peace through education (Meyer et.al. 2017). The approach identifies that promoting equality and understanding is an effective way of reducing conflicts in the world. Therefore, the model helps advocate for importance of moral solidarity in promoting peace in the world. The second model supported by Organization for Economic Co-operation and Development (OECD) started in 1948 to promote economic competitiveness in the world (Meyer et.al. 2017). The education model helps in equipping learners with an understanding of how governments seek solutions to common economic problems. The effort is achievable through understanding of how domestic policies relates to the global world. The other model that promotes pedagogical professionalism gets support from  International Association for Evaluation of Education Achievement (IEA) and dates back to 1958 (Meyer et.al. 2017). The model aims at helping policymakers conduct international benchmarking through support of educational systems (Meyer et.al. 2017). The model achieves this through relying on quality data from scientific researches that support student learning. Further, the model supports need for enhancing networking among organizations and researchers in education evaluation and research. 

References

Keller, D. (2015). The world View Project: International Education: Stakeholder Values and Perceptions. Retrieved January 30, 2019, from: https://www.ibo.org/contentassets/4ccc99665bc04f3686957ee197c13855/research—executive-summary—international-education—stakeholder-values-and-perceptions—en.pdf

Meyer, H., Strietholt, R. & Epstein, D. Y. (2017). Three Models of Global Education Quality and the Emerging Democratic Deficit in Global Education Governance. Retrieved January 30, 2019, from: https://www.researchgate.net/profile/Rolf_Strietholt/publication/321672597_Three_Models_of_Global_Education_Quality_and_the_Emerging_Democratic_Deficit_in_Global_Education_Governance/links/5a2bdf2b0f7e9b63e53abc87/Three-Models-of-Global-Education-Quality-and-the-Emerging-Democratic-Deficit-in-Global-Education-Governance.pdf?origin=publication_detail

Tye, K. A. (2014). Global Education: A Worldwide Movement. An Update. Policy Futures in Education, 12(7), 855-871