Adding International Perspectives to Vocational Education. ERIC Digest No. 183.

Autor/in	Brown, Bettina Lankard
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Adding International Perspectives to Vocational Education. ERIC Digest No. 183.
Quelle	(1997), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Business Education; Corporate Support; Curriculum Development; Educational Change; Faculty Development; Global Approach; Global Education; International Cooperation; International Relations; International Trade; Multicultural Education; Postsecondary Education; Program Development; School Business Relationship; Vocational Education; World Affairs + Suchen Sie Ihr Suchwort? Wirtschaftserziehung; Wirtschaftspädagogik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Globales Denken; Globales Lernen; Internationale Kooperation; Internationale Zusammenarbeit; Internationale Beziehungen; Trade; International relations; Handel; Multikulturelle Erziehung; Post-secondary education; Tertiäre Bildung; Programmplanung; Ausbildung; Berufsbildung; Weltpolitik
Abstract	Future workers will need to develop global awareness and an understanding of competitive, cultural, and economic factors that influence ways of doing business to work in the international arena. Vocational education, the educational program area specifically designed to prepare students for work, must infuse international concepts into programs so the youth of today are prepared for the global workplace. Ostheimer (1995) offers five suggestions. First, with the growth of multinational corporations and increased trade among nations, workers need to be aware of global conditions, development, and trends. Second, vocational educators must internationalize the curriculum. Third, vocational education needs to adopt instructional practices that incorporate international dimensions. For example, communication curricula could be upgraded to take students beyond awareness of other cultures to competence in intercultural communication. Fourth, increased corporate input is necessary for international business program development. The first-hand knowledge and experiences of corporate representatives working in firms that conduct international business offer a current and practical basis for upgrading curricula. Fifth, faculty development is crucial to the implementation of programs that have an international component. (Contains 15 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC