No Time to Lose!

The Urgency to Educate

Cosmopolitan Democratic Citizens

Fernando M. Reimers
October 2017
2017 NEA Foundation Global Learning Fellowship
Workshop

Twitter: @FernandoReimers
1868 Creation of New England
Association of School
Superintendents
 Education Goals Liberalism
Consolidation of Nation States
Democratic Development
Economic Development
ModernizationCultural Goals
Human Rights
 Education Goals Fascism
Regime Legitimacy
Economic Development
Cultural GoalsRacial
Superiority
 Education Goals Communism
Consolidation of
Communism
Economic Development
ModernizationCultural
Goals
World War II
 Over 60 million people were killed,
3% of the 1940 world population (est. 2.3
billion)
March 7, 1947
10 December 1948
 The Challenge of Populism

Ordinary people are exploited by

elites
Replace representative
democracy with direct action by
the masses
Expertise is not to be trusted
Institutions are not to be trusted
 Challenges to of populism

Challenges to the ideas of

freedom, equality, human rights
as a universal project
Challenges to the ideas of
representative democracy
Challenges to globalization
 Important Child Qualities:
Tolerance and Respect for Other
People
 Important Child Qualities:
Tolerance and Respect for Other
People (ten years ago)
90

80

70

60

50

40

30

20

10

China South Korea Singapore United

States
 Trust other religion
100%

90%

80%

70%

60%

50%
Do not trust at all
40%
Do not trust very much
30%
Trust somewhat
20%
Trust completely
10%

0%
Trust other nationality
The only acceptable religion mine
 Managing global risks

The risks to human rights

The risks of shared global
challenges
The risk of fascism
Lack of trust in elites,
government and expertise. Will
make consensus more elusive.
 A new focus for education on democratic
citizenship and on global citizenship

Advance human rights

Educate about shared global challenges
Educate for engaged citizenship. Build
the civic sphere.
Dispositions and values matter as much
as skills
Pedagogy and innovation are critical
The World Course
 Organizing Principles
Outcomes Based
Project based
Emphasis on doing, active learning
Knowledge, Skills, Attitudes
Capstones
Coherent yearly themes
Interdisciplinary units
New knowledge and content
Fostering Agency, ability and desire to make a
difference. Initiative. Leadership.
 Organizing Principles
Learning from what works, and challenges.
Developing innovative and entrepreneurial spirit.
Parents and community as resources
Emphasis on development of analytic and problem solving
skills: curiosity, exploration, observation, analysis, research,
writing, presenting, inventing.
Global Challenges as the focus. MDGs and Human Rights
Connections between Global and Local
Engaging with complex issues, messy, no easy answers.
Age appropriate curriculum but not infantilizing.
From personal and immediate, to more advanced and
conceptual understanding.
 Development Process
Outcomes
Identification of knowledge domains
Development of curricular sequence
Scope and sequence per grade
Development of Units
Several iterations of revision
Principle: Combine innovation with incorporation of
best practices and tested materials.
 Characteristics of a Globally Competent
High School Graduate

Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics

Knowledge and Skills

1. Economics, Trade & Demography
2. Culture
3. Politics
4. Science, Technology, Innovation and Globalization
5. Public Health
6. Demography
7. Business, Entrepreneurship, Social Entrepreneurship

Work and mind habits

 Characteristics of a Globally Competent
High School Graduate

Intercultural Competency
1. Interpersonal
2. Intrapersonal
Is able to recognize and weigh diverse cultural perspectives.
3. Ethics
Understands own identity as well as others identities and how other
cultures shape own identity (ours): where we are in place and time
Knowledge and Skills in and can lead effectively inter-cultural teams,
Can work productively
1. including
Economics,teams
Tradedistributed
& Demography
in various geographies through the use of
2. telecommunication
Culture technologies.
3. Politics
4. Science,
Is capable of demonstrating empathy towards other people from different
Technology, Innovation and Globalization
cultural
5. Public origins.
Health
6. Demography
Understands and appreciates cultural variation in basic rules of etiquette
and knows
7. Business, where to find appropriate
Entrepreneurship, norms to specific settings and types of
Social Entrepreneurship
interaction.
Work and mind habits
 Characteristics of a Globally Competent
High School Graduate

Intercultural Competency
1. Interpersonal
2. Intrapersonal
Ethics
3. Is curious about global affairs and world cultures
Can recognize cultural (civilizational, religious or ethnic) prejudice, and has
Knowledge and
the skills to Skills its effects in intergroup dynamics.
minimize
Economics,
1. Is skilled inTrade & Demography
negotiation, mediation and conflict resolution skills.
2. Culture
3. Politics
4. Science, Technology, Innovation and Globalization
5. Public Health
6. Demography
7. Business, Entrepreneurship, Social Entrepreneurship

Work and mind habits

 Characteristics of a Globally Competent
High School Graduate

Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics
Can interact with people from diverse cultural backgrounds demonstrating humility,
Knowledge and Skills
respect, reciprocity, integrity (academic and other).
1. Economics,
UnderstandsTrade & trust
role of Demography
in sustaining global institutions and recognizes forms of
break down of trust or institutional corruption and its causes.
2. Culture
3. Politics
Appreciates ethical frameworks in diverse religious systems.
4. Science,
Recognizes common values
Technology, and common
Innovation humanity across civilizational streams.
and Globalization
5. Public
Is committed
Health to basic equality of all people.
6. Demography
Can value the potential of every person, regardless of socio-economic
circumstances,
7. Business, or cultural origin.
Entrepreneurship, Social Entrepreneurship
Appreciates the role of global compacts such as the Universal Declaration of Human
Rights in guiding global governance.
Work and mind
Is committed habits Universal Human Rights, to reducing global poverty,
to supporting
promoting Peace and promoting sustainable forms of human-environmental
interaction.
 Characteristics of a Globally Competent
High School Graduate

Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics

Knowledge and Skills

1. Economics, Trade & Demography
2. Theories
Culture of economic development, and how they explain the various stages in
3. economic
Politics development of nations, poverty and inequality.
4. Science, Technology,
Knows which Innovation
institutions regulateand Globalization
global trade and which work promoting
international
5. Public Healthdevelopment.
6. Demography
Is familiar with contemporary literature on the effectiveness and limitations of those
institutions.
7. Business, Entrepreneurship, Social Entrepreneurship
Impact of global trade
Work
Knowsandthemind
consequences
habits of Global Poverty and recognizing the agency of the poor.
Demography and the factors influencing demographic trends, and their implications
for global change.
 Characteristics of a Globally Competent
High School Graduate

Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics

Knowledge and Skills

1. Economics, Trade & Demography
2. Culture
3. World
Politicshistory and geography, with attention to the role of globalization in cultural change.
4. Science,
Historical Technology,
knowledge includes various and
Innovation perspectives, including the role of ordinary citizens in
Globalization
history.Health
5. Public
World geography: know different areas of the world, what unites them and what differences
6. Demography
exist, how humans have changed the geography
7. Business, Entrepreneurship,
World religions, history and pointsSocial Entrepreneurship
of contact between civilizations over time.
Major philosophical traditions and points of connection.
Work
Knowsand
and mind habits
appreciates performing and visual arts as means to find common humanity (theater,
dance, music, visual arts)
Appreciates different arts and also see connections,
Sees art as expression, use art for expression, globalization and art
 Characteristics of a Globally Competent
High School Graduate

Intercultural Competency
1. Interpersonal
2. Intrapersonal
3. Ethics

Knowledge and Skills

1. Economics, Trade & Demography
2. Culture
3. Politics
4. Science, Technology,government.
Knows comparative Innovation and Globalization
5. Public Health
How does government work in different societies?
6. Demography
Major international institutions and their role shaping global affairs.
7. Business,
Contemporary global challenges
Entrepreneurship, in human
Social environmental interaction:
Entrepreneurship
Sources of these challenges, options to address them, and the role of global
institutions
Work in addressing
and mind habits these challenges.
History of contemporary global conflicts and the role of global institutions in
addressing these challenges.
 Characteristics of a Globally Competent
High School Graduate

Intercultural
Work and Competency
Mind Habits
1. Interpersonal
2. Intrapersonal
Ethics
3. Can demonstrate Innovation and creativity in contributing to formulating
solutions to global challenges and seizing global opportunities. Capable of
seeking and
Knowledge andidentifying
Skills global best practices and transferring those across
geographic,Trade
1. Economics, disciplinary and professional contexts.
& Demography
2. Culture
Can identify different cultural perspectives to think about problems
3. Politics
Understands the process of cultural change and that there is individual
variation
4. Science, within cultural
Technology, groups.
Innovation and Globalization
5. Public
AbilityHealth
to carry out research projects independently
Ability to present results of independent research, in writing, orally and
6. Demography
using media.
7. Business, Entrepreneurship, Social Entrepreneurship
 Structure of Units

Unit: 8.1
Topic: Global Citizenship
Theme: Ethics: Value Human Potential, Work and Mind
Habits: Innovation and Creativity
Region:
Length:
Various
2 weeks
Basic info about the unit
Goals & Objectives:
Learn: To learn what is social entrepreneurship and how social entrepreneurs are
addressing some of the major global challenges.
Inspire: To inspire students to initiate a social entrepreneurial venture to address
Goals and objectives for
one of the MDGs.
Act: Establish a social enterprise.
Skills thatlearn,
the year: students will act
inspire,
Skills & Knowledge: Students will
Study the work of various social entrepreneurs. develop and knowledge
Recognize the value of social innovation in addressing development challenges
Identify the steps involved in establishing a social enterprise.
Plan a social enterprise and develop an implementation plan.
that students will gain
Overview:
This unit builds on the last unit of Grade 7, when the concept of Social during this year
Enterprise was studied. The students begin Grade 8 with an introduction or
reviewof Social Enterprise, and create a Social Enterprise around one of
Overview that explains
the MDGs for their end-of-year project. This enterprise is implemented
during the year, when students periodically reflect on the results they are
achieving, use those reflections to review the theory of action of the where this year fits into
enterprise, and to make adjustments to their business plan. The year ends
with a presentation of the enterprises created by the students and a
discussion of their results. the curriculum as a whole
Activity 8.1.1: What is social entrepreneurship?
The teacher will introduce the activity with a presentation of what is social
entrepreneurship. The students will describe the growing role played by the
citizen sector in generating innovation to address global challenges and
Each unit includes several
provide a range of examples of social entrepreneurs. The introduction will
highlight the various approaches to financing social enterprises for profit,
hybrid and not for profit. If possible invite actual social entrepreneurs to visit
activities
the class and make a short presentation describing their work and sharing
their passion.
Resources 8.1.1: There are numerous online resources featuring examples of youth
Recommended resources
who are social entrepreneurs, such as the following Ted presentations
http://www.tedxyse.com/category/changemakers/ are also given
 Themes

Kindergarten: Our world is diverse and beautiful

Grade 1. We are One People: Universal Human Needs
Grade 2. Exploring people, culture and the world. Children can make a difference.
Grade 3. Understanding global inter-dependence through
Grade 4. The Rise (and Fall) of Civilizations, Ancient and Modern
Grade 5. Freedom & the Rights of Individuals
Grade 6. How values and identity shape people and institutions
Grade 7. Driving change in society
Grade 8. Migrations
HS. Development Economics
HS. Public Health
HS. Global Conflicts
HS. Environment
HS. Emerging Technologies
HS. Independent Project
 Capstones
Kindergarten. Puppet Show performance of understanding
difference.
Grade 1. Book of Me (Portfolio).
Grade 2. Helping educate others.
Grade 3. Create a business (chocolate)
Grade 4. Create a game (civilizations)
Grade 5. Create awareness project on MDGs.
Grade 6. Implement advocacy project MDG.
Grade 7. Extended Service Learning.
Grade 8. Create a Social Enterprise MDG.
 Three Tools
A protocol to design and adapt global
citizenship curriculum.

A protocol to design a school wide strategy

for global education.

An actual curriculum prototype, a sixty lesson

global citizenship curriculum, developed
following the process presented in the book.
Organizing to Deliver
Establish a
Leadership
Team
Develop a
Long Term
Vision
 Develop a
framework of
knowledge,
skills and
dispositions
 Audit
Existing
Curriculum
 Design a
Prototype
 Communicate
Vision,
Framework and
Prototype
 Decide and
Develop
Implementation
Plan
 Identify
necessary
resources
 Develop a
Framework to
Monitor
Implementation
 Develop a
Communications
Strategy
 Design a
Professional
Development
Strategy
Execute
Evaluate
Unit: 8.1
Topic: Global Citizenship
Theme: Ethics: Value Human
Potential, Work and
Mind Habits:
Innovation and
Creativity
Region: Various
Length: 2 weeks
Goals & Objectives:
Learn: To learn what is social entrepreneurship and how social entrepreneurs
are addressing some of the major global challenges.
Inspire: To inspire students to initiate a social entrepreneurial venture to
address one of the MDGs.
Act: Establish a social enterprise.
Skills & Knowledge: Students will
Study the work of various social entrepreneurs.
Recognize the value of social innovation in addressing development challenges
Identify the steps involved in establishing a social enterprise.
Plan a social enterprise and develop an implementation plan.
Overview:
This unit builds on the last unit of Grade 7, when the concept of Social
Enterprise was studied. The students begin Grade 8 with an
introduction or reviewof Social Enterprise, and create a Social
Enterprise around one of the MDGs for their end-of-year project. This
enterprise is implemented during the year, when students
periodically reflect on the results they are achieving, use those
reflections to review the theory of action of the enterprise, and to
make adjustments to their business plan. The year ends with a
presentation of the enterprises created by the students and a
discussion of their results.
Activity 8.1.1: What is social entrepreneurship?
The teacher will introduce the activity with a presentation of what is
social entrepreneurship. The students will describe the growing role
played by the citizen sector in generating innovation to address
global challenges and provide a range of examples of social
entrepreneurs. The introduction will highlight the various approaches
to financing social enterprises for profit, hybrid and not for profit. If
possible invite actual social entrepreneurs to visit the class and make
a short presentation describing their work and sharing their passion.
Resources 8.1.1: There are numerous online resources featuring examples of
youth who are social entrepreneurs, such as the following Ted
presentations
http://www.tedxyse.com/category/changemakers/
Unit: 8.1
Topic: Global Citizenship
Theme: Ethics: Value Human Potential, Work and Mind
Habits: Innovation and Creativity
Region: Various
Length: 2 weeks
Goals & Objectives:
Learn: To learn what is social entrepreneurship and how social entrepreneurs are
addressing some of the major global challenges.
Inspire: To inspire students to initiate a social entrepreneurial venture to address
one of the MDGs.
Act: Establish a social enterprise.
Skills & Knowledge: Students will
Study the work of various social entrepreneurs.
Recognize the value of social innovation in addressing development challenges
Identify the steps involved in establishing a social enterprise.
Plan a social enterprise and develop an implementation plan.
Overview:
This unit builds on the last unit of Grade 7, when the concept of Social
Enterprise was studied. The students begin Grade 8 with an introduction or
reviewof Social Enterprise, and create a Social Enterprise around one of
the MDGs for their end-of-year project. This enterprise is implemented
during the year, when students periodically reflect on the results they are
achieving, use those reflections to review the theory of action of the
enterprise, and to make adjustments to their business plan. The year ends
with a presentation of the enterprises created by the students and a
discussion of their results.
Activity 8.1.1: What is social entrepreneurship?
The teacher will introduce the activity with a presentation of what is social
entrepreneurship. The students will describe the growing role played by the
citizen sector in generating innovation to address global challenges and
provide a range of examples of social entrepreneurs. The introduction will
highlight the various approaches to financing social enterprises for profit,
hybrid and not for profit. If possible invite actual social entrepreneurs to
visit the class and make a short presentation describing their work and
sharing their passion.
Resources 8.1.1: There are numerous online resources featuring examples of
youth who are social entrepreneurs, such as the following Ted presentations
http://www.tedxyse.com/category/changemakers/
 An Improvement Network

School 1 School 4

School 2
School 5

School 3 School 6
 Three
Leadership
nested hypothesesWhat conditions
sustain systems

What factors
Education Policy and influence
learning
Management

How students
Teaching and learn

Learning
 Three
Leadership
nested hypothesesWhat conditions
sustain systems

What factors
Education Policy and influence
learning
Management

How students
Teaching and learn

Learning
 Levers for change

Teaching and Learning

Curriculum and Pedagogy
Advocacy
Creating a legal framework
Exchange of experiences
Building Capacity
Providing technical assistance
Providing funding
 What do you do?
What impact do you have?
What challenges do you face?
What have you learned in
leading educational change to
address these challenges?
 What challenges do they face?
Challenges are complex and capacity is
limited
Its a system
It takes time
Its all about the people
Mindsets matter
Trust is key
Fear nothing but fear itself
 Lessons Learned
Lead ethically.
Understand the education challenge you are trying to solve.
To understand the challenge, understand the people involved. Map key stakeholders.
Understanding how to solve an education challenge requires continuous learning.
Collaboration is key to learn and to act: There are opportunities in Collective Leadership.
Collaboration requires good personal relationships
Attend to execution and to the details of getting the work done.
Communication is critical to learning and to execution.
Balance patience with setbacks and processes, with impatience for results.
Do we need to educate for a new kind of education leadership?