Development Of Global Education Research Articles

Globalizing Educational Tourism and World Learning Communities in Higher Education to Advance Intercultural Awareness, Language Policy, Curriculum and Teacher Competencies

This article shares transformative knowledge, human stories and resources for considering educational tourism concepts for globalizing learning communities to bridge gaps between world cultures in education. Research shows the world has become more open and less restricted by borders. In theory and in practice, this momentum suggests learners, teachers, educators and leaders must experience and gain knowledge about resources and strategies for using new technologies, storytelling and curriculum as powerful tools for building language and communication bonds across generations and cultures in presenting common issues, sparking dialogue, and inspiring action to solve education and socio-economic problems world-wide. Students today are graduating into a world that is more globally connected than ever before. In fact, studies show that nearly 1 in 5 jobs in the U.S. is tied to international trade and requires some level of English proficiency. The classroom is no different and this calls for exploring international cooperation in global educational development to improve the quality of teacher education and teachers language and intercultural competency. Research shows there is a need to expand global learning opportunity communities for newcomer immigrants and others who are affected by teacher education policy and practices affecting inclusivity in education.

МАКРОФАКТОРЫ ГЛОБАЛЬНОЙ ОБРАЗОВАТЕЛЬНОЙ ПОЛИТИКИ: PEST-АНАЛИЗ

This article examines political, economic, socio-cultural and technological factors identified in the PEST analysis tools for the purpose of identifying the state of the macro-environment that determines the development of global educational policy in modern conditions, taking into account various manifestations of regulated and unregulated events in the life of society. The possibility of PEST analysis using to study the macro-environment of global educational policy is explained by the fact that it is constantly under the influence of many factors, grouped into political, economic, socio-cultural and technological, by means of which it is possible to get the most comprehensive assessment of this impact on the education system as a whole in its most diverse manifestations in the world and in specific countries. The potential benefits of using this methodology include achieving positive alignment with external forces and avoiding mistakes, which is strategically important for the development of global education. The analysis of the macro-environment of educational policy allows the author to present the tasks for its implementation in a more objective and balanced context and to solve the global problems of accessibility and development of education in the world. The main conclusions are focused on determining the possible future consequences of the global crisis caused by the COVID-19, and emphasize the importance of improving mutual efforts to restore higher education using the tools of global education policy

All education for some? International development and shadow education in Cambodia

PurposeThe purpose of this paper is to compare two UNESCO reports on educational development in Cambodia, one from 1955 and the other from 2010, in order to understand how the global education development agenda has impacted shadow education.Design/methodology/approachThe study is conducted through a textual comparison of two UNESCO reports written 50 years apart.FindingsAlthough the educational problems facing Cambodia were similar in both reports, the recommendations differed in important ways. The 1955 report advised the country to expand slowly access to education in order to maintain quality, while the 2010 recommended quickly expanding access. A major difference found in the reports regarded the issue of fees in schooling, which did not appear in 1955. School fees in Cambodia are typically extracted through the system of private tutoring, known in the academic literature as shadow education. Such an insight, this paper argues, suggests that the difference in development approach between the two reports is one of the reasons shadow education has flourished in the country.Originality/valueThrough a historical comparison of development efforts in one country, it becomes clear that the education development agenda is partly to blame for the rise of shadow education.

Modern School Geography and Inquiry Education

School geography is a subject which has more possibilities to modernize the teaching than other subjects. It is thanks to the interdisciplinary and cross-disciplinary character of the geography science in general. Modern geography could benefit mainly from the cross-curricular links. At the same time it applies modern, but concurrently established and verified concepts as for example inquiry-based education, philosophy for children, global development education or the use of mobile applications et al. The inquiry-based education (IBE) methods deepen pupils’ interest with exploration, they develop their critical thinking and teach them to orientate within the information smog, and they make school and teaching closer to real life. Presented case study is an example of use of the IBE teaching activity at the border geography and biology. The direct and real contact of pupils with the observed animals indicates that this kind of education awakes pupils’ interest in living nature. The teaching activity motivated the pupils to develop affection for animals and to get to know their zoogeographic area of habitat. At the same time, the activity is a perfect example of the so-called “inadvertent learning” (Petty, 2013).

Learning activities on the topic of global education development for developing pre-service English language university teachers’ professional specific bilateral translation competence

У цій методичній розробці представлено комплекс вправ для формування професійно орієнтованої компетентності майбутніх викладачів англійської мови в письмовому двосторонньому перекладі з теми “Global Education Development”. Визначено навчальні цілі щодо опанування складників зазначеної компетентності: професійно орієнтованих знань, мовних навичок, мовленнєвих умінь, комунікативних здібностей. Запропоновані вправи розроблені на основі дібраних англомовних й українськомовних текстів з методики навчання іноземних мов і культур відповідно до визначених навчальних цілей. Вправи, спрямовані на актуалізацію та систематизацію предметних знань професійно орієнтованого письмового двостороннього перекладу і знань з теорії та практики перекладу та техніки виконання письмового перекладу, передбачають ознайомлення з правилами та способами перекладу загальнонаукових і методичних лексичних одиниць, пасивних структур. Вправи на ідентифікацію, диференціацію, класифікацію та переклад загальнонаукових і методичних лексичних одиниць, пасивних структур спрямовані на формування та вдосконалення мовленнєвих навичок. Розвиток і вдосконалення умінь і комунікативних здібностейпрофесійно орієнтованого письмового двостороннього перекладу англомовних і україномовних текстів з методики навчання іноземних мов і культур відбувається за рахунок вправ на перекладацький аналіз комунікативних і прагматичних характеристик тексту оригіналу, виконання перекладу запрошення до участі в науковій конференції (англійська мова) та уривку наукової статті (українська мова). У межах комплексу вправ запропоновані завдання на переклад англомовного та українськомовного текстів для тестування вхідного рівня професійно орієнтованої компетентності майбутніх викладачів англійської мови вписьмовому двосторонньому перекладі. Засобом діагностики рівня сформованості зазначеної компетентності виступає мовний портфель з перекладу для майбутніх викладачів англійської мови. Представлений комплекс вправ ґрунтується на попередніх розробках автора науково-теоретичного та практичного характеру.

Book review of: Klaudia Śledzińska (ed.). Responsibility – Participation - Conscious Citizenship – The Dilemmas of Global Education. Warszawskie Wydawnictwo Sociologiczne. Warszawa 2017.

Book review of: Klaudia Śledzińska (ed.). Responsibility – Participation - Conscious Citizenship – The Dilemmas of Global Education. Warszawskie Wydawnictwo Sociologiczne. Warszawa 2017.

Poor understanding? Challenges to Global Development Education

As members of a global community, we cohabit a metaphorically shrinking physical environment, and are increasingly connected one to another, and to the world, by ties of culture, economics, politics, communication and the like. Education is an essential component in addressing inequalities and injustices concerning global rights and responsibilities. The increasing multicultural nature of societies locally, enhanced access to distal information, and the work of charitable organisations worldwide are some of the factors that have contributed to the interest in, and need for, understanding global development education. The project on which this paper reports sought answers to the question: to what extent and in what ways can a semester-long subject enhance and extend teacher education students’ understandings of and responses to global inequalities and global development aid? In the course of the project, a continuum model emerged, as follows: Indifference or ignorance ➝ pity and charity ➝ partnership and development among equals. In particular, this paper reports on some of the challenges and obstacles that need to be addressed in order to enhance pre-service teachers’ understandings of global development education. The study, conducted in Australia, has implications for global development education in other developed nations.

The Promotion of the 21st Century Learning Skills Through the Development of Games Using Scratch

The work described in this paper addresses the development of a game focused on a teaching strategy based on an action-research study. The strategy established aims to test the impact of the student’s participation in a collaborative project. The project aimed to motivate students to use and learn foreign languages and also to develop their intercultural communicative competence. The team consisted of 14 teachers from 11 different countries and 167 students in an international educational context. Regarding the Portuguese participation, we have introduced the Area of Study namely Discovery in a class from the 7th grade students (23 students). All the work was based in three premises: use Scratch online, web 2.0 and ETwinning platform. Students from different countries have worked together to develop their own games using programming Scratch. During the project, partners collaborated using web 2.0 tools and at the end, they have share their games and get feedback. This work identified the benefits and challenges of global education and intercultural interaction among students. Fourteen schools from 11 European countries have participated in this eTwinning project. Six schools had won the European quality eTwinning label. The methodology applied in this learning environment motivated the students and improved their learning process. It also contributed to a higher level of concentration and promoted collaborative learning. Additionally, it facilitates creativity, dialogue and the overall relationship among students. The results demonstrate that teachers perceive eTwinning as contributing towards the enhancement and development of global education through intercultural interaction. The pedagogic model based on the collaborative construction of knowledge was easily understood by the teachers.

Any small change?: Teacher education, compassion, understandings and perspectives on global development education

Increased migration of people(s), goods, ideas and ideologies necessitate global understanding, empathies and responses on the part of teachers and their students. This paper investigates the effects on 100 primary pre-service teachers' understandings of and attitudes toward a semester-long course exploring, inter alia, global development. The research was undertaken in Sydney, Australia. Near-identical surveys were administered at the course's beginning and end, for comparison. Additionally, four students volunteered to participate in a focus group for further discussion. Students' understandings, including misunderstandings, are examined in the context of their future professional responsibilities and of the related literature. While attitudes to those in underdeveloped countries appeared generally empathetic, this was premised on relatively limited or inaccurate 'knowledge'. The paper questions the adequacy of compassion as a motivating factor in global development education and action, and related subject shortcomings. Moreover, it examines the contribution of compassion as an enabler or impediment to global equities and justices, and considers other approaches. The paper also explores implications for teacher education and accordingly posits some recommendations.

Teacher Voice in Global Conversations around Education Access, Equity, and Quality

Despite public commitments internationally and nationally to include the voices of all stakeholders, the voices of teachers have continued to be marginalized in the literature and in policy-making related to global educational development. The purpose of the current study is to examine the process of invoking teacher voice using a sample of international teachers participating in a US-based teacher exchange program. Toward this end, we conducted semi-structured interviews with 16 teachers from 14 countries and four continents (all participants in the Teaching Excellence and Achievement [TEA] program). Results demonstrate that teacher voice was more personal rather than systemic, narrative rather than propositional, and utilized colloquial vocabulary rather than technical jargon. Teacher voice is also not always positive, but can be biased, critical, or judgmental. Nonetheless, the interviews also illustrate the critical necessity of including teacher voice in educational planning and decision-making. The full text of the article can be found at 10.18275/fire201704011107

Global education and intercultural awareness in eTwinning

Students today are facing a global society which is interconnected. This necessitates competencies in digital and cultural integration skills to become successful global citizens. This study reviews the benefits and challenges of global education and intercultural interaction amongst students participating in eTwinning projects between various European countries. Teachers from different countries were interviewed. Their varying perspectives were analysed through a thematic approach. The results demonstrate that teachers perceive eTwinning as contributing towards the enhancement and development of global education through intercultural interaction. This study has confirmed the importance of equipping students with twenty-first century skills and the important role eTwinning plays in this, as well as indicating main challenges which need to be addressed to enhance globalisation as a dynamic concept. Teachers are leaders and agents of social change, yet this research shows they lack any formal training to teach in multicultural societies and in promoting global competencies.

Sister Society Meeting on Global Education Development and Collaboration: Meeting Report.

To identify common barriers to teaching and training and to identify strategies that would be useful in developing future training programs in gynecologic oncology in low- and middle- income countries. There is a lack of overall strategy to meet the needs of education and training in gynecologic oncology in low- and middle- income countries, the leaderships of sister societies and global health volunteers met at the European Society of Gynecologic Oncology in October 23, 2015. The challenges of the training programs supported by gynecologic oncology societies, major universities and individual efforts were presented and discussed. Strategies to improve education and training were identified. Major challenges include language barriers, limited surgical equipment, inadequate internet access, lack of local support for sustainability in training programs, inadequate pathology and radiation oncology, finance and a global deficiency in identifying sites and personnel in partnering or developing training programs. The leaderships identified various key components including consultation with the local Ministry of Health, local educational institutions; inclusion of the program into existing local programs, a needs assessment, and the development of curriculum and regional centers of excellence. Proper preparation of training sites and trainers, the development of global curriculum, the establishment of centers of excellence, and the ability to measure outcomes are important to improve education and training in gynecologic oncology in low- and middle- income countries.

Teachers in international schools: a global educational ‘precariat’?

An over-looked global educational development has been the exponential growth of ‘international schools’. The field in 2014 involved almost 350,000 educators in over 7000 English-medium schools in non-English-speaking countries. This is expected to rise to half a million educators, mainly American and British, in 10,000 schools by 2022. The field has never constituted a ‘system’, and it remains largely uninspected, unmonitored and unregulated. There was substantial evidence from both social media comment and real-life reports in the popular press during 2013 and 2014 that the field is becoming an increasingly precarious one for teachers.

Implementation of Global Development Education into the Curriculum at the Faculty of Economics and Management, Slovak University of Agriculture

The new phenomenon of global development education (GDE) has gradually penetrated the curricula in Slovakia. For the purpose of more comprehensively preparing future economic actors, who will operate in the new global economic and social environment, we have decided to incorporate this topic into the curriculum at the Faculty of Economics and Management, Slovak University of Agriculture (FEM SUA). The national research project KEGA, supported by the Slovak Republic 's Ministry of Education, Science, Research, and Sport, is also focused on this issue. Its objective is to develop a more comprehensive and current system of GDE for economic faculties in Slovakia, and to propose appropriate methods for its implementation into the educational process. This paper presents information about how the various themes and issues associated with the new educational approach are implemented into the curriculum at FEM SUA, as well as information on what new measures are proposed and are currently being gradually realized in order to clarify to the students the global dimension of processes and phenomena. The project is based on qualitative research undertaken via the study and analysis of public documents and of audio and video recordings made of faculty and at national discussion workshops. Through the analysis of individual discussions we identify not only the appropriate content of GDE within economics faculties but also the most appropriate forms for its implementation into the educational process at FEM SUA and at other economics faculties in Slovakia.

Global Development Education—The Way Towards a Global Citizenship and to a Responsible Acting on the Global Market

The phenomenon of global development education, which can be understood as a tool to achieve complex knowledge of development issues and interdependencies between local and global problems, is becoming part of new curricular documents. In order to achieve a more complex training of future economic actors acting responsibly in the society in which they carry out their professional activities and take on global responsibility, it is important to implement this phenomenon into the school curriculum at economic faculties. The aim is to educate global citizens and at the same time responsible experts for the global market.

Informationization and Development of Physical Education

Informatization is the trend of the current world economy and social development, and the education informationization is a hot issue of global educational development. Since the mid-1990s, the developed countries have paid great attention to the education of information technology. Physical education is an important part of school education, is an important means of quality-oriented education implementation, education information on physical education and teaching is sure to produce far-reaching effect. Using information technology to stimulate the modernization of education, efforts to achieve China's education development, physical education is facing the challenge of information technology. Therefore, in-depth study of the physical education has its own characteristics and future trend of informatization has profound realistic significance.

Intercultural Identities: Addressing the Global Dimension through Art Education

AbstractRecent educational policy and practice have established an extended role for all subjects in addressing children and young peoples' academic and interpersonal development, with strategies facilitating key skills and wider learning across areas of Citizenship and Personal, Social and Health education providing an integrated approach to education and welfare. The significance of global development education within a holistic curriculum acknowledges the increased awareness of the interconnected nature of our relationship with each other and with the planet we share as world citizens. The arts have a strong track‐record in addressing such key issues – challenging hierarchical paradigms which reinforce prejudice and stereotyping, the arts encourage reflexive processes and critical engagement with diversity and pluralist perspectives. This article investigates curricular approaches to the global dimension within education in relation to theoretical perspectives and policies, presenting an intercultural art case study as a model of practice in engaging diverse participants in reflection on their own and others' experiences across a range of socio‐cultural contexts. Current political shifts reaffirming the centrality of the discrete disciplines over cross‐curricular practice could potentially undermine a more holistic approach to education. The article argues that policy and practice, implemented in response to changing political and philosophical ideology, must nevertheless maintain a commitment to fostering interdisciplinary values of cultural awareness. Such practice must form part of an inclusive internationalist educational vision, impacting on social cohesion.

UNESCO’s Role in Global Educational Development

UNESCO’s Role in Global Educational Development

The development of HEdPERF: a new measuring instrument of service quality for the higher education sector

Preface Service quality has attracted considerable attention within the tertiary education sector, but despite this, little work has been concentrated on identifying its determinants from the standpoint of students being the primary customers. Thus, it would seem rational to develop a new measurement scale that incorporates not only the academic components, but also aspects of the total service environment as experienced by the student. Likewise, there are many areas of disagreement in the debate over how to measure service quality, and recent research has raised many questions over the principles on which the existing instruments are founded. Although these generic instruments have been tested with some degree of success in wide-ranging service industries, but their replication in higher education sector is still hazy. This paper describes the methodological development of HEdPERF (Higher Education PERFormanceonly), a new measuring instrument of service quality that captures the authentic determinants of service quality within the higher education sector. The proposed 41-item instrument has been empirically tested for unidimensionality, reliability and validity using both exploratory and confirmatory factor analysis (CFA). Such valid and reliable measuring scale would be a tool that tertiary institutions could use to improve service performance in the light of increased competition with the development of global education markets. The results from the current study are crucial because previous studies have produced scales that bear a resemblance to the generic measures of service quality, which may not be totally adequate to assess the perceived quality in higher education. Furthermore, previous researches have been too narrow, with an overemphasis on the quality of academics and too little attention paid to the non-academic aspects of the educational experience. Research findings confirmed that the six dimensions, namely, non-academic aspects, academic aspects, reputation, access, programme issues and understanding were distinct and conceptually clear. Therefore, it can be posited that student perceptions of service quality can be considered as a six-factor structure consisting of the identified six dimensions. Consequently, tertiary institutions should assess all the six dimensions of service quality to ascertain the level of services provided, and to determine which dimensions need improvement. Evaluating service quality level and understanding how various dimensions impact overall service quality would ultimately enable tertiary institutions to efficiently design the service delivery process. In addition, knowing the strengths and weaknesses of these dimensions and their relative influence may result in better allocation of resources so as to provide a better service to students. While many service quality attributes may influence a student’s perception to a certain extent, the results also indicate that access, which relates to such aspects as approachability, ease of contact, availability and convenience has significantly influenced the overall service quality perception. In other words, students perceived access to be more important than other dimensions in determining the quality of the service that they received. Tertiary institutions should therefore concentrate their efforts on the dimension perceived to be important rather than focusing their energies on a number of different attributes, which they feel are important determinants of service quality. While the idea of providing adequate service on all dimensions may seem attractive to most service marketers and managers, failure to prioritize these attributes may result in inefficient

Globalisation and the UNESCO mandate: multilateral prospects for educational development

UNESCO is analysed in terms of the challenges brought to it by globalisation. In particular, the `logic' of internationalism and its expression after World War Two as functional multilateralism are seen to be under serious challenge from a potential fragmentation of world order. Changes in the character of nation-states and the consequences for structured collaboration between and among them force questions to be posed concerning UNESCO's role in global educational development. An examination of the origins and early constitutional mandate of UNESCO provides opportunity to explore patterns whereby the Organisation might reinvent itself — within existing constitutional parameters — in order to reclaim that relevance so confidently proclaimed for it over fifty years ago.