Globalisation and Education
Innovation in the Classroom

Case Study:
The Project Local/Global Thinking

Local/Global Thinking:

Improve our world by
raising awairness
about 21st century global challenges
and invite people
to search for local solutions…

Introduction

• My name;
• Study background;

• Your name;
• Your country;

• Impression of the culture of the education system in your
country;

• Your impression of cultural simularities and differences
between your country and the Netherlands.

Autobiographic Notes
• 1989: School of Education (HAN) History and Geography/ Fall of
the Berlin Wall/World Without Borders;

• 1994: Master Economic Social History/Theory of History
(KUN, now RU). Specialization: the economical and social
development of Vietnam during the Cold War 1945 – 1989;

• 1997: Started as teacher History, Geography and Economics at
Vocational School.

• 1997: Started as student at Third World Center (now CIDIN
– Centre for International Development Issues Nijmegen).
Specialization: education system of Vietnam;

• 2001: First degree teaching History: relations between
Dutch Universities and Vietnamese Universities;

• 2004: Research in the field;

• 2005: Married in Vietnam;

• 2008: Master Development Studies

• 2010: Academy for Coaching

Side acitivities/projects
• PvdA/EVS  lokaalmondiaal

• Science Across the World  meeting teachers coming from different
European countries;

• Partnership between Vietnamese Secondary School and Dutch
Secondary School
– Science Across the World as a tool;

• Board member Education for Development – The Netherlands

• Local/Global Thinking
– Connecting pupils, students and teachers

Part I: Why?

• The taks of teachers is to prepare young
human beings for an adult life in their
communities;

• Teaching is about passing our cultural heritage
from the older to the younger generation;

• Culture = a collection of strategies to survive as an
individual, as a group, as a species;

• The challenges of a changing world asks for a dynamic
culture: to enable us human beings to survive;

• Teachers need to stimulate young people not only to
know knowledge, but also to understand knowledge!

Teachers need to stimulate young people to
think! and by doing that they re-invent culture.

ACHTUNG BABY (The Fly)

About the re-invention of a group

Nieuw Amsterdam  New
York

About the re-invention of a group

Challenges ahead!
Re-Invention is needed!

… on food…

Slow food

Fastfood

….pressure on societies!

• Population stress (demand/sharing);

• Environmental stress (water, energy, pollution);

• Social stress:
– Outside  due to capitalist
world system/environment...
– Within  social-economical
and cultural differences.

How it can go wrong:
Causes of Rwandan Genocide 1994
• Growing population;

• Demand on food and agricultural
resources;

• Poverty among mass/Rich elite;

• Unequal relations between Hutu’s and
Tutsi, due to colonial politics by Germany
and Belgium;

• Hutu groups conducted mass killings of
Tutsis: between 800,000 and 1,000,000
people were victim.

From problem to vision

Vision of three elements

1. Imagine Peace

Imagine

Sustainable Development
• Brundtland Commission:
• Sustainable development is the kind of development that meets the
needs of the present without compromising the ability of future
generations to meet their own needs.

• The two key concepts of sustainable development are:

– the concept of "needs" in particular the essential needs of the world's
poorest people, to which they should be given overriding priority; and

– the idea of limitations which is imposed by the state of technology and
social organization on the environment's ability to meet both present
and future needs.

Learning for sustainable development

3. Learning and Culture...
• Personal identities  individual point of view: pupil enters
classroom with his or her own point of view;

• Collective identities  ideas, concepts, rituals, opinions from an
individual pupil are rooted in a collective identity.

• Innovation  comming to new concepts, ideas, rituals, etc. by
exchange between individuals: within a community and between
communities.

• Connected identities  because of economic globalisation societies
are more and more connected (by ICT, travel, etc.). Economic
globalisation  Cultural globalisation.

• Cultural globalisation demands dialogue!

Teaching for
Peace and Prosperity

• The taks of teachers is to prepare young human
beings for an adult life in their communities;

• Re-invent our cultures = a collection of strategies
to survive as an individual, as a group, as a
species;

• After the break: how to do…?

Part III: How to do….?
After the break!

Globalisation and Education
Innovation in the Classroom
Case Study:
The Project Local/Global Thinking

• Teaching = copying the past/passing our
heritage/culture

• Learning = improving the future/adapting our
heritage/culture

Framework for 21st Century Learning
http://www.p21.org/

Part IV: Project design:
• Three levels:

1. Sustainable Development targets introduction
for pupils about 21st century challenges and
invite them to search for solutions…

2. Education targets  improving the learning
abilities from pupil in our classrooms;

3. Innovation targets  improving the education
system within our school;

Sustainable Development targets
• Pupils learn about sustainability:

– Domestic Waist Dispossal;
– Fashion, Identity and Culture;
– Renewble Energy;
– Faire Trade;
– (Keeping Healthy);
– (Global Warming);
– (Gender & Population Growth);
– (Micro credit in the West and in the South);

Education targets
• Pupils practice how to do research in their
own neighbourhood and construct their own
knowledge;

• Pupils practice their presentation skills;
• Pupils practice their intercultural
communication skills.

Innovation targets
1. Introducing of Assessments:

- What are the qualities of the student?
- Self-assessment: Can I work independent? Can I collaborate? Can I make a
presentation?
- What does the student still needs to learn to become succesfull at the next
level (higher secondary education)?
- Are teachers able to support this process?
- What skills do they need to have/need to learn?

2. Introduction of higher secondary education:

- Pupils have chosen a specialisation ( a package of subjects for their higher
secondary education);
- Does it fitt?
- Do I have to make another choise?

3. Connecting subjects and projects with longitudinal learning:

- Emphasizing skills: research, collaboration and presentation skills;
- Connecting subjects and grades;
- What do pupils need to know/need to be able to do in first grade and in last
grade?

4. Connecting Local/global (internationalization):

- Connecting third grade with school trips in fourth grade to Paris, Berlin, etc.;
- Compare the perspective from a local point of view in the Netherlands with
comparing the perspective from another point of view somewhere else in the
world;
- Connecting school with local organisations and foreign schools;

Part V: How to start such a project?

First phase
(about understanding the structure and culture of your school!)

• Realise your position: you are a starting teacher…

• How are things done around here?

• Which positions are to recognize within the school? Which
formal positions and which informal positions?

• How are the personalities from your new colleagues?

• How are the relations between them? Are you able to draw an
organisation scheme from your school? What departments are
there?

• Formulate your Goal for the long run

• Formulate targets for a short periode

• Start small

• Take periods of four years

Collect information

– What are the pupil learning needs?

– What are the organisation needs?

– What do you understand about the organisation
culture (how are things done around here)? What
is good? What could be improved?

Criteria:
• Peace (= dialogue, international
cooperation, mutal understanding);

• Sustainablity (social, economical, environmental)

• Improving education methods (= active learning);

• Innovation of culture (= knowledge and technic);

What is the reality of your school?
Assess your school culture!
• Teaching versus learning
– Are your colleagues teachers or they into arranging learning situations?

• Top down management processes versus bottom up management
processes
– Where are the decisions made: high in the organisation or low in the
organisation?

• Goal versus process management style
– What is the style of management: aiming on goal and targets or amphesising
processes?

• Formal our informal culture?
– How do you approach someone?

Culture of Education System in your
Country?
Formal Recognition

Collective Recognition

Individual Recognition

Informal Recognition

Model 1: Formal versus Informal / Collective versus Individual

Goal directed
management styles

Closed management
styles

Open management
styles

Process directed
management styles

Model 2: Goal versus Process directed /Closed versus Open management styles

Insufficient material
means

Insufficient Financial
means

Sufficient financial
means

Sufficient material means

Model 3: Financial means and material means

External monitoring

Activating in-service
trainings

Traditional in-service
trainings

Internal reflection (self-
reflection)

Model 4: In-service training, monitoring and reflection.

Obstacles and options
• Organize a little project  experiment

• Evaluation  what is working? What needs to be
improved?

• Does your approach work?

• What obstacles did you encounter? What options
became available?

Project organisation
A few golden rules:

• Form a project team!  which talents
are present + complementairy?

• Make a task division  who can do
something best?

• Understand your role as project leader!
(you are NOT resource manager and
you are also NOT project owner!)

• Documents  apply project cycle

Project design ~ Small Scale
• Goal
• Targets
• (Sub projects?)
• Planning (time table)
• Activities
• Result
• Evaluation!

Project design ~ Large Scale
1. Project identification: what experiences are there? what are the facts?
what problem is experienced?

2. Preliminary study: what do we want? what problems are likely to be
resolved? what are the interfaces with other things? which activities are
undertaken? what are the alternatives? which provide for? which results can
be obtained? it is worth a feasibility study to do?

3. Feasibility Study: the design of the project: what prospects are there? what
is desirable? what input is needed? what process is needed? what will the
impact be? the costs and revenues are there? which the project concept and
design is examined from different perspectives to the desirability of the
procedure, to assess.

• 4. Appraisal / valuation: Unbiased analysis and
evaluation performed on the basis of established
criteria for acceptability merit or value of an object.

• 5. Negotiation and contracting: is defined which
parties participate in the project, which targets a
central role, who supplies who receives what
timetable is handled.

• 6. Project start and organization: Description of
principles, techniques and tools used in
planning, control, monitoring and evaluation of the
project.

7. Implementation: detailed list of
activities, costs, expected problems and diagrams
necessary to further the objectives of the strategic
plans.

8. Monitoring and review: surveillance activities to
ensure that they are on track and on track to meet
the objectives and performance targets. If this is not
the business should be revised.

9. Transfer to the line organization: the project by
the project transferred to line managers, making the
project an integral part of the organization.

10. Project termination: termination of the project and development
contract;

11. Project evaluation: Thorough analysis of completed or ongoing
activities that provide or support management
accountability, effectiveness and efficiency. Evaluation of completed
activities is called ex-post evaluation, post-hoc evaluation or
summative evaluation. Evaluation of current or ongoing activities
mentioned in the evaluation. Measuring the extent to which the
objectives are met, and detecting the factors that hinder or promote
their realization. It is also about establishing cause-effect relationships
on the extent to which a particular policy (or set of policies) produces
the desired result.

12. Impact Evaluation: Assessing the pros and cons of pursuing a
series of actions and the possible consequences, or the extent and
nature of the change can cause the end of the project.

Results:
• Raising awairness among youngsters!
• Pupils are prepaired for challenges 21st century;

• Improving education in your school!
• Improving education elshwere!

• Great learning experiences!

• Communication around the globe!

• Improvement as a teacher!
• Benefit your career!

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