Global Education Workshop - Essay Example

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Global education deals with matters related to the continued existence of life for human beings in the world, while multicultural education gives knowledge about ethnic profiles in different groups. This paper reviews importance of global education through a workshop carried out by educators, school leaders and community in different perspectives. It will answer questions regarding it and the models surrounding global education.

Globalization has brought about a big impact on many countries. We expect that job markets to grow tremendously because the readers and listeners will set interest in global education matters hence boosting the chance for international job opportunities in any field. We expect that after going through this workshop, the audience will promote global education to their children in the curriculum taken in schools. It means that skills will be promoted and knowledge developed as controversial issues will be noted. Global realities that go with the diversity of many cultures across the world. The government and stakeholders will reinforce the demand for global education. They will foster diversity and awareness within the environment. Political administration will be known in many modules because learners will study different forms of administration for their people. People will advance their forms of life by benchmarking from developed states, and that means that there will be peace within all communities (McCain, 2020).

For educators, global education should be administered with defined strategies. First, the educator should challenge themselves to get curriculum connections to gloss on some topics. Educators should expand a specific lesson to connect to the world, for example, human rights, the current status and history of the topic. They should base their topic on existing studies like local issues that are experienced by everyone on a day to day routine. The students should be engaged to find opportunities that involve local initiatives. For example, food insecurity is globally experienced. The school leaders should explore their own culture and compare it with other cultural practices while investigating global matters and constraints. School leaders should critically think about a problem and how to remedy that through demanding specific skills in research. They should develop an awareness of cultural diversity as well as global matters. Community as well have the responsibility of practising the tips got from educators with a lot of vigour and zeal. If a community gets knowledge about a crisis like a coronavirus, they should adapt to social distancing, wearing of masks, avoiding handshakes and hugs, sanitizing every time. This is a norm they should learn through global education and sensitization. The community at large should implement, coordinate, finance or review global education for the success of the matters.

For efficient global education, I would propose that we use 'do-it-yourself kits' also known as a bottom-up model. This model involves the provision of technologies, tools for course authorship, local hub as well as creating content and necessary training for tutors and learners. The model allows the creation of content as well as learning grounds at all local levels (Larsen & Faden, 2008). The rationale here would be the provision of tools, environment for place-based creation and training. It also includes delivering global education content which will yield the most relevant outcomes which can be sustained. Required elements would be content which requires existence of which can be provided by partner organizations. In the model, global education becomes a catalyst for the community and learners to build materials for learning or even platforms for themselves to tally their demands. The model depends strongly on the level of participation. There will be a support of ongoing cultural practices for innovation and matters to do with entrepreneurship. The model would enable the user to grow their systems of learning because they will be accountable to the general pathway. For example, the platform must address learning demands which may lead to higher education and skills of the workforce.

The outline and sequence of the workshop should be planned in this way as I suggest from my observation; the workshop should have a defined objective. In this case, the aim of the forum is the importance of global education and how it should be utilized in our environment. I have the responsibility to teach concrete skills for adopting global education to tutors, school leaders and community at large. The above objectives are supposed to be delivered through general information I have to the audience. Secondly, I should determine any kind of needs for all participants in the workshop. The level of skills for the audience is considered, which could be education levels and capability. The appropriate content for global education will be achieved very efficiently. Another plan should involve the creation of a mode of presenting during the workshop. For example, I create an introduction to global education and also the participant's introduction is important. A comprehensive list of bulletins for the topic is created inclusive of a subtopic to be touched on. Ground rules are set which involves who to speak at a time and how to express in case of any questions about the importance of global education. Time is very vital. I should consider the length and duration of covering every item in the workshop. Use of visual tools like projected images and clips is also important.

For example, in any case, I talk about a scenario which transpired during a certain period I should produce a video for the same or show images to the audience for memorization and cramming of the points. For the easy time during my talking, I prefer to engage my listeners by giving them room to ask questions or discuss an idea before we move on. The room or platform should be set to encourage the same. Incorporation of activities could do better if the group is large. Activities could be an interaction between the audience for minimizing boredom and preventing fatigue. Global education is a wide topic; therefore it means I always ensure that any pending issue is cleared through asking for clarification, then giving the audience a test to affirm that they are following the sensitization program. The three audiences should be mixed differently during the workshop so that educators will have to interact with school leaders and learn as they articulate matters to do with global education. Different types of people have different ways of thinking, and this will enable a wide and vast understanding of global matters. The plan should be rehearsed a day before the material day, so that hypothesis for the exact practicability Is derived as early as possible ("How to Prepare a Workshop", 2020).

Several researchers have discussed models for global education. Laura Engel, Heidi Gibson and Kayla Gatalica came up with models for global education which included the power of the champion model, leveraging partnerships model and building a network model.

The first model on the power of the champion states that behind every successful global education, practice, or policy were the winners. It is obvious that persons with capacity and power to bring change win the policy or program. For example, Global education in North Carolina has taken another step. Teachers have provided district supports like resources and teaching.

Leveraging partnerships model involves several stakeholders, nonprofit based organizations, schools, districts and community at large. Each stakeholder has a specific function; for example, in Virginia and California districts, partners have provided opportunities for global education like working with embassies locally for the sake of learning experiences.

In the last model, we learn that there is value for cohesive networking which creates opportunities for global education. For example, in Virginia, they have embraced international approaches to their curriculum in classes for learners (Enge, Gibson & Gatalica, 2020).

As I conclude, research shows global education content is authentic to real-world experiences. When communities are aware of education, they will engage as per the acquired skills and activities. Everybody will turn and view the world in a different dimension. I support global education and call upon our government to invest in the same for the sake of realizing targets for a specific period. Indeed, global education is the new norm. Let us back it up.