Global Agendas and Education for Leadership Final.ppt

7/28/2019 Global Agendas and Education for Leadership Final.ppt

1/23

Global Agendas and

Education for Leadership

A challenge seminar

Clive Wilson:Approaches and Developments


2/23

What will be the significant issuesfacing the next generation of

business and community leaders?

TASK


3/23

What will be the origin of the significant

issues facing the next generation of

business and community leaders?

The impact of the Globalisation of industry,

trade and commerce The use and abuse of Global communication

Managing market externalities and

international interdependence Human rights, conflict resolution and

reconcilliation


4/23

What role do Academies andColleges have in preparing students

for this future?

Challenge


5/23

To:

We,

Ours,The World,

The Future

From :

Me,

Mine,Here,

NowGlobal Agendas and Education for Leadership


6/23

1. Peripheral

2. Internal

3. Systemic

Models of Engagement with Global

Agendas and International Leadership


7/23

Teach subjects that explore the widerissues

Model 1 Internal


8/23

Model 1- Internal

Positives ( eg)

Student chooses

Structured learning Linked to a

qualification

Negatives (eg)

Not all student

choose Limited by time

allocated

Limited by

experience of staff


9/23

Student study visits to wider nationaland international settings to engage with

others in exploration of issues

Model 2 Peripheral


10/23

Approach 2 Peripheral

Positives eg

Students engagewith others in other

contexts visits/projects

Students gaininsights through

dialogue Skills in

communication aswell as knowledge

Negatives eg

Not all students

engage Difficult to maintain

and fund

Requires

significant staffexpertise


11/23

Global agendas and leadership themesin all the courses / activities and

guidance work for all students

Model 3 Systemic


12/23

Example 3 Granada University Adult

Students attending a UK College

Link with Granada University (Spain)

Spanish Adult students are hosted in homes

and attend a programme designed as an

international experience and gain English

language skills as well as courses on

international agendas. College students act as language assistants to

support language skill development

College students achieve a mentoring award


13/23

Further Next StepsA Global Agendas and

Leadership Curriculum

Built in all through ...not Bolt On!

A curriculum framework for

international citizenship and leadership development ideas.


14/23

To:

We,

Ours,The World,

The Future

From :

Me,

Mine,Here,



15/23

What knowledge, skills, understanding

and attitudes will the next generation of

leaders require?

Communication, language & culture,

using formal mediums and interpersonalskills

Processes, technical and scientific

Problem solving and vision building Generosity, curiosity and the willingness towork for common goals


16/23

What schooling, what education

is required?From : Me, Mine, Here, Now

To: We, Ours, The World, The Future

A radical shift of curriculum to make central thepersonal growth of learners whilst learning thedisciplines of existing subjects to give meaningand extrinsic worth to their learning

Enhanced assessment regimes that recognise andvalidate C21 skills, understanding and attitudes forlife /work choices which are gained throughexpeditionary approaches to learning

F


17/23

WE

ME

NOWHERE

MINE

THE

WORLD

OURS

THEFUTURE

People and communications

Global

Development

Power and ownership

Processes and

Environment

From

ME to WE,

MINE to OURS,

HERE to THE WORLD,

NOW to THE FUTURE


18/23

WE

ME NOWHERE

MINE

THE

WORLD

OURS

THEFUTURE


Global

Development

Power and ownership

Processes and

Environment

Languages

Geography / Geology

Physical Sciences

MathematicsICT

Economics/Business

LawPhilosophy

Gov & Politics

Art/Music/Media

HistoryPsychology

Sociology

Astronomy

Metereology

Engineering

Medical/Care

Food/Agriculture

Where do current subjects fit?

Sports

Li ki C i l Th & P i


19/23

WE

ME

NOWHERE

MINE

THE

WORLD

OURS

THEFUTURE


Global

Development

Power and ownership

Processes and

Environment

SocraticDewey

Piaget

Bruner

Stenhouse

Linking Curriculum Theory & Practice

C ti th P l ith F t W ld Vi


20/23

WE

ME

NOWHERE

MINE

THE

WORLD

OURS

THEFUTURE


Global

Development

Power and ownership

Processes and

Environment

EXPEDITIONARY LEARNING

Connecting the Personal with a Future World View

Making formal the link

between personal growth

and declared preferred

future world scenarios


21/23

EXPEDITIONARY LEARNING

People and Communications

Processes and Environment

Power and Ownership

Global Development Project Explore via:

Produce a report that considers the

future options and the required

behaviour change (personal growth ) ofthe learner and others

Accreditation: Personal Leadership Awards


22/23

To:

We,

Ours,The World,

The Future

From :

Me,

Mine,Here,



23/23

Global Agendas and

Education for Leadership

A challenge seminar

Clive Wilson:Approaches and Developments

Documents

Global Agendas and Education for Leadership Final.ppt