International Education and School Reform: Where Do We Go From Here?

Autor/in	Scott, Robert A.
Titel	International Education and School Reform: Where Do We Go From Here?
Quelle	(1989), (5 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Cross Cultural Studies; Educational Change; Futures (of Society); Global Approach; Higher Education; Improvement; International Cooperation; International Education; Literacy; Long Range Planning; World Affairs + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Bildungsreform; Future; Society; Zukunft; Globales Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitätssteigerung; Internationale Kooperation; Internationale Zusammenarbeit; Internationale Erziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Langfristige Planung; Weltpolitik
Abstract	Future directions for international education and school reform are discussed, noting ways in which assumptions about the need for global literacy and proposed policies fit into the nationwide school reform movement. Imperatives include national security, economic competitiveness, environmental interdependence, the increasing ethnic and religious diversity of towns and schools, and peaceful, respectful relations between nations. Some of the important principles mentioned are: international education should be pervasive throughout the curriculum; it must be paired with multicultural education and foreign languages; teachers must be involved and empowered; and people must learn from one another and continue productive discussions. Suggestions for a timetable for global literacy for all students by the year 2000 include the following: by 1990 increase to 50 the number of states with a mandate for international education; by 1991 convene a state level Governor's summit conference on international education in each state; by 1992 convene a governor's national summit conference to assess progress; by 1993 publish each state's long-range strategic plan for international education to the year 2000 and beyond; by 1994 prepare recommendations for legislative appropriations in support of each state's plan; and from 1995 to 1999 use the knowledge and plans produced to develop a year by year schedule and to complete the actions recommended by the National Governor's Association. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC