Presentation on theme: "Global Competency & Rights Dr. Patricia Burlaud Dean of Operations, Assessments & Accreditation, Global Academic Programs, New York Institute of Technology,"— Presentation transcript:
Global Competency & Rights Dr. Patricia Burlaud Dean of Operations, Assessments & Accreditation, Global Academic Programs, New York Institute of Technology, New York State ACEWN Coordinator
The Educational Paradox “The best way to prepare students for the future is to equip them to invent it.” Alan Kay, Viewpoints Research Institute We see a strong disconnect between the superb institutional capacity of schools and their underperformance in preparing students to invent a future that appropriately addresses the global challenges and opportunities shared with their fellow world citizens.
The Educational Paradox Few schools around the world today are equipping students with the skills and habits of mind necessary to collaborate with others, across national boundaries, in inventing and implementing lasting solutions to these challenges. This is paradoxical because we live at a time of extraordinary educational institutional capacity.
The Educational Paradox The real paradox: preparing students for the social and economic contexts in which they will have to invent their lives. With regard to this goal of relevance, particularly relevance to live in a world ever more integrated, most schools fail. Addressing this paradox requires repurposing mass global education.
Global Competency Elements 1.Appreciation of cultural diversity (ethical element) 2.International awareness (disciplinary and interdisciplinary element) 3.Proficiency in foreign languages and competitive skills (skills element)
Global Competency Dimensions Affective (Ethical) Action Academic The “Teaching Space” Global Competency An Example: The AAC&U Global Learning Rubric
Why is This a Pressing Concern? 1.Economies are more and more interdependent; 2.American society is even more diverse; 3.Global challenges are becoming more complex; 4.Global competence enhances overall academic achievement.
Promoting Global Competency Our students must have “complete access to a system of education that recognizes and incorporates best practices from around the globe, teaches skills and knowledge necessary for success in the 21st century, and utilizes high quality and rigorous curricula, including foreign languages and cultures.” Council of Chief State School Officers, Nov
Promoting Global Competency 1.Align teacher preparation programs with global perspectives 2.Design and support professional development programs with a global focus 3.Find new ways to foster international exchanges 4.Expand the teaching of foreign languages 5.Benchmark educational systems, standards, and support systems against high achieving countries
Macro-example of Global Challenge: Global Women’s Rights 1.The Academic Dimension: Knowledge of Women’s rights and their history; 2. The Affective (Ethical) Dimension: Understanding the importance of human rights, and in particular, of women’s rights, appreciate and value these rights and discern how they are upheld in the various community of which students are part of; 3. The Action Dimension: Act on this understanding as the cornerstone of global civility and peace. Offer students opportunities to get to know, collaborate and interact with others of diverse cultural, racial and socioeconomic backgrounds, and the social norms that govern these interactions.
The Academic Dimension “…the full and complete development of a country, the welfare of the world and the cause of peace require the maximum participation of women on equal terms with men in all fields.” CONVENTION ON THE ELIMINATION OF ALL FORMS OF DISCRIMINATION AGAINST WOMEN (CEDAW, 1981)
Academic Dimension (cont’d) The Convention covers three dimensions of the situation of women. The first two address: 1)Women’s legal status 2)Women’s reproductive rights
The Affective (Ethical) Dimension The 3 rd dimension that the Convention covers is: 3) The elimination of prejudices and customary and all other practices which are based on the idea of the inferiority or the superiority of either of the sexes or on stereotyped roles for men and women
The Action Dimension The Committee is mandated to : (1) receive communications from individuals or groups of individuals submitting claims of violations of rights protected under the Convention to the Committee and (2) initiate inquiries into situations of grave or systematic violations of women’s rights. The Committee also formulates general recommendations and suggestions. General recommendations are directed to States and concern articles or themes in the Conventions
The Action Dimension CEDAW Committee consists of 23 experts on women’s rights from around the world. States parties (123 as per 2013) are obliged to submit regular reports to the Committee on how the rights of the Convention are implemented.
The Action Dimension Examples: daw/followup.htmhttp://www2.ohchr.org/english/bodies/ce daw/followup.htm
References Alan Kay, Viewpoints Research Institute, U.S. Census Bureau, 2012 Statistical Abstract, Foreign Commerce & Aid: Exports and Imports, at ce_aid/exports_and_imports.html ce_aid/exports_and_imports.html U.S. Department of Education, NCES, Digest of Education Statistics 2011, at M. Savile-Troike, “What Really Matters in Second Language Learning for Academic Achievement?” TESOL Quarterly (1984), Global Education Policy Statement, the Council of Chief State School Officers, November 2006, at Global%20Education%20FINAL%20lowrez.pdf
References California International studies project to develop teacher competence at “Putting the World into World Class Education: A National Imperative and a State and Local Responsibility,” df df Convention on the Elimination of All Forms of Discrimination against Women New York, 18 December Complete text at