Global Education: Connections, Concepts, and Careers. Research in Review 2012-4

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Autor/inn/en	Balistreri, Sarah; Di Giacomo, F. Tony; Noisette, Ivanley; Ptak, Thomas
Institution	College Board
Titel	Global Education: Connections, Concepts, and Careers. Research in Review 2012-4
Quelle	(2012), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Global Approach; Curriculum Development; Evaluation Methods; Teaching Methods; Educational Change; Educational Improvement; Foreign Students; Labor Market; Literacy Education; Skill Development; Knowledge Level; Thinking Skills; Metacognition; Interpersonal Competence; Cognitive Ability; Knowledge Economy; Critical Thinking; Problem Solving; Information Literacy; Innovation; Creativity; Lifelong Learning; Faculty Development; Economic Factors; Citizenship Education + Suchen Sie Ihr Suchwort? Globales Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Labour market; Arbeitsmarkt; Kompetenzentwicklung; Qualifikationsentwicklung; Wissensbasis; Denkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Interpersonale Kompetenz; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Kritisches Denken; Problemlösen; Informationskompetenz; Kreativität; Life-long learning; Lebenslanges Lernen; Ökonomischer Faktor; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung
Abstract	Following the completion of this century's first decade, educators, policymakers, and researchers are attempting to predict future needs. However, is it possible to know what the education and global landscape will look like at the end of this century? Certainly, in 1900 one could not have comprehended the myriad innovations that would occur by the year 2000. What we know is this: The skills to survive and thrive in this century have transitioned from a memorizing or banking perspective to that of accessing, navigating, and filtering. Moreover, the primacy of technology to our daily lives and events and phenomena across the globe cause many to rethink how best to prepare students in an education system born out of Prussian and industrial-era influences. Of additional importance for American education, comparative assessments demonstrate that other nations have surpassed the U.S. when it comes to preparing their students. This dynamic must inspire innovative solutions to improve American education. But, because demographic, linguistic, vocational, economic, and political variables differ from country to country, we cannot simply copy systems that outrank or outperform the U.S. Also, solutions must be developed to support a balance between competitive and collaborative reform efforts. While many obstacles exist, including cultural, economic, and political considerations, with the appropriate framework, organizations such as the College Board can support U.S. education systems (at the local, state, and federal levels) to maintain relevancy amid a shifting paradigm. Moreover, organizations such as the College Board can concurrently increase access and equity to provide more students with greater opportunities to learn and then contribute to the national well-being. As this paper will explore, at the heart of this movement will be the adoption of global skills in curricula, assessments, and pedagogy. Thus, while we may not know what the education and global landscape will look like in 2100, students who benefit from this reform movement globally will be prepared to excel and succeed. Appendices include: (1) International student origins; (2) 10-year job trends underscore shift to service sector; (3) Global Literacy Education in Practice; (4) Examples of assessment measures; and (5) Major Frameworks for 21st Century Learning. (As Provided).
Anmerkungen	College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01