Global education: personalised & independent approach to learning
Global Education leads to internationally recognised qualifications and students can look forward to good career. It offers a wealth of educational possibilities, besides offering a personalised and independent approach to help students develop intellectual skills as well.
Learning through global education involves a deep, structural shift in the basic premises of thoughts, feelings and actions. This implies a radical change towards interconnectedness and creates possibilities for achieving more equality, social justice, understanding and cooperation amongst peoples. Here, A Luisa Remi shares her views on global education.
Q: How far do you think environment “Global schools” are relevant to the Indian education? What kind of special educational inputs do such schools provide in the Indian context?
Remi: The education should be provided “in integrated school setting “and “in the general school setting.” There is need to link Indian education with the Global education to widen the community and social based learning with special needs.The issues relating to access, equity, quality, attitude, stigma, discrimination, cultural skills, physical environment, physical facilities and poverty, should be dealt with. Students should learn to take responsibility for their actions, respect and value diversity and see themselves as global citizens.
Q: In most institutions offering global curricula, the teachers are largely from the native educational systems with their training inputs? What challenges do such schools face in dealing with different curricula and pedagogy?
Remi: The diversity of educational environments associated with international studies demands close attention to methods of curriculum analysis, to procedures employed in the construction of measures of educational outcomes of knowledge, skills, and values.The large differences among schoolrefer to urban-rural differences in teacher’s qualification, school resources and equipment, and the degree ofparental interest in education.
Global education can not only contribute to the visioning process, but it can also play an important role in the creation of new methods where social movements and non-formal learning processes are essential as they make room for values. Good performance in education, training the teachers and implementing research sectors immensely contributes to the national educational development. India needs a huge force of innovators who could make it self-reliant in all kinds of sciences and technologies.
Education should make a person think free and should encourage to experiment and to ask questions. Teachers should be as a mentor or facilitator to answer the queries.
There should be a focus on cooperative learning and action, and shared responsibility and an importance on critical thinking and communication.Thus, there is a need to develop curriculum programs using pedagogical approaches and develop holistic assessments that develop multidisciplinary capabilities in students.Traditional teacher-centred learning approaches may only partlyreflect the values and skills that global education seeks to develop.
Q: There is a general feeling that global systems create a ‘classism’ among students and hence they are not able to cope with hard realities of life in a competitive environment in the Indian context? What is your view?
Remi: Classism appears individually through attitudes and behaviours, initially through policy and practices, and culturally through norms and values. Students are often unconscious of their privilege status, believe that their success is based on their own merits and think that the benefits they receive are normal and available to all. Many children who do not have class privilege, subscribe to the notion that their social class position is of their own making. These students react to conversation about social class in a variety of ways, from creating privilege to students who feel guilty, showing pride in their own accomplishments, expressing anger/embarrassment, or fear of being judged or shock at discovery of their social class. School centred on social justice and education need to show students that world doesn’t revolve around the cities they live-in.
Q: Having studied in a totally different pedagogical environment, how do you think the students from such schools cope with the prevalent higher education system in India where there is less freedom for free thinking and a greater focus on examinations with rote learning?
Remi: Indian education system is based on theory than practical. It doesn’t allow creativity. Indian students memorize facts and figures. Thousands of equations of Mathematics, birth dates and death dates of freedom fighters, chemical reactions and hundreds of other things. The system has not much changed after independence.
Changes in class size, the use of specialist teachers at secondary-school level, the adoption of teaching approaches designed to improve student interest and attitudes towards particular subject areas are now a part of global education.
Three main stages of innovative learning are strongly linked to global education:
- An analysis of the present world situation.
- A vision to dominant present era.
- A process of change towards responsible global citizenship.
The students need to help to make a difference in educational opportunities for people across the world through brilliant ideas; determination and compassion.The global education allow students to realize that the world is connected through many ways, including technology, environmental issues and even education. A global perspective of education in schools needs to prepare students for different kinds of opportunities in the world. Students need to be aware that having the thought of global perspective is valuable trait in international market and as a citizen of the world. Effective global education is not just a curriculum issue; it requires the involvement of the whole school. Implementing global education in schools requires the development of a shared vision, goals and objectives.
Factors that support positive change in Collaborative learning include:
- Active participation of the school leadership team from planning through to implementation and evaluation.
- A vision of future directions for the school, shared with the school community.
- Global education principles embedded in school policies.
- An implementation group or committee drawn from the school community including teachers, non-teaching staff, parents, students and specialist advisers, to give ownership to all sectors of the school and a structure to ensure that the workload is spread.
- Identifying the ways that the framework for global education reflects and complements.
Global competency will be defined using a framework that identifies three distinct groups of knowledge and skills:
(a) Empirically based knowledge and skills such as basic competency and numeracy, science, and technology skills.
(b) Higher-order cognitive and metacognitive skills such as critical thinking and creativeproblem solving.
(c) Global dispositions, perspectives, and attitudes.
Thus Global Education leads to internationally recognized qualifications and students can look forward to good career.
A.Luisa Remi, Dindigul has accomplished a career demonstrating consistent success of 29 years, as an Administrator and Educator at the secondary and higher education levels. She is seasoned in conceiving and building programs from the ground up through proven competencies in leadership and administration, project and program management, and staff development and empowerment. She also has extensive background of developing and implementing special programs for at-risk and special needs students, specially gifted students and ethnically diverse populations, and second-language learners. She also has exhaustive experience in training and counseling teachers, students and people from other walks of life with regard to challenges such as upgrading the pedagogy, coping up mental depression and accumulation of knowledge with tech-savy techniques.