URDANETA CITY UNIVERSITY

San Vicente West, Urdaneta City

Graduate School Studies

3rd Trimester

S.Y. 2017-2018

PROGRAM: MASTERS OF ARTS IN EDUCATION

SUBJECTS: EDC111 – Management Information System

EDM105 – Educational Organization and Management

EDM106 – Management Control/Fiscal Management in

Education

Topic: Planning

Reporters:

Chairman: Minchie M. Catabay

Rapportur: Marissa Ponce

The classroom as a Global Community

Introduction

We live in a mutually dependent and mutually

supporting society by the way of economic,

environmental, communications, political and social

systems we normally use in everyday life. In an inter-

related society like ours, the responsibility to

prepare the students to live productively within this

natural environment fall on the teachers and schools.

For many people, globalization has many different

meanings. In this special topic, globalization means

enthusiastically initiating students to learn. About

people and ideas from all over the world, leading

students to learn to reflect about things and ideas as

an entire and total systems (economic, environmental,

communication, political and social) and familiarizing

learners with global matters that undoubtedly will

have bearing on their everyday lives. Globalization

ought to facilitate learners from different parts of

the world to involve themselves in activities where

there in cultural competence may be developed b global

phenomenon beyond social as well as geographical

boundaries.

Educational Implications:

A healthy, well-functioning global society

demands that individuals have the ability to think,

perceive, communicate and behave in new and different

ways with people from many different backgrounds. The

preparation of individuals for their kind of

interactions is the goal of global and international

education.

The National Council for the social studies

defines a global perspective as the development of the

knowledge skills, attitudes to live effectively in a

world possessing limited natural resources and

characterized by ethnic diversity, cultural pluralism

and increasing interdependence. Teaching toward a

global perspective emphasizes the following ideas:

 Characteristics of a Global Classroom

 The human experience is an increasingly

phenomenon in which people are constantly being

influence by transnational, cross-cultural and

multicultural and multiethnic interaction.

 Humankind is highly independent with the stae of

the global environment.

 The goods we buy, the work we do, the cross-

cultural link we have in our own communities and

outside them, and increased worldwide

communication capabilities all contribute to an

imperative that response citizens understand

global and international issues.

 This is a wide variety of actors on the world

stage, including states, multinational

corporations and numerous voluntarily

nongovernmental organizations, as well as

individuals.

 Citizen participation is critical at both local

and international levels.

Characteristics of a Global Classroom

A. Long Term Goals of Schools

 To appreciate people from other cultures.

 To develop sensitivity to the needs of people.

 To increase knowledge about people around the world.

 B. Concepts that develop a global perspective woven

throughout curriculum

 Help students develop cognitive skills and attitudes

such as empathy, interconnectedness,, perspective

taking, cross cultural understanding, action

orientation, and prejudice reduction.

C. Methods of implementing goals

 Help students learn firsthand about cultures of

other countries.

 Share what they are learning locally and globally

with others.

 Collaborate on common project across national

boundaries.

 Study and live in other countries with students in

other countries.

 Welcome global career opportunities

 Develop capacities for success in a global village.

Requirements of Teaching a Globally Oriented Curriculum

1. Global perspective is integrated throughout the global

curriculum not just in social studies.

2. Encouraging international travel as an important part

of one’s education.

3. International courses are developed in areas such as

anthropology, regional history, geography, global or

world studies foreign language study, world religions,

 ethnic group studies, international business, music

and art.

4. Internationalizing instructional methods and materials

emphasize intercultural interaction and culturally

appropriate methods of instruction and assessment

Partnership programs with other schools and countries

can also be developed.

Internationalizing the Disciplines

 History and the social studies can look at

various perspective on similar issues and

students can be encourage to ask difficult

questions

 Reading and language arts can include world

literature.

 Science education might include the study of the

natural environment and problems created by

technology and economic innovations.

 Foreign language of education can include

language of immigrant and refugee populations,

and the role of translations in diplomacy.

 Mathematics education can include the study of

the metric system and traditional numeration

systems from other cultures and math concepts can

be taught using world data and global issues.

What should students study in a global education

curriculum?

1. Global issues, problems and challenges.

2. Culture and world areas.

3. The world.

10 Specific topics of Study in a Global Education

Curriculum as Recommended by Cushner, McClelland and

Safford (2009)

1. Conflicts and its control including terrorism and

national security.

2. Economic system and international trade.

3. Global belief system, including the study of differing

philosophies and religions.

4. Human rights and social justice, including gender

equity issues as well as health, education and food

security.

5. Management of the planet’s resources including the

study of energy and environmental degradation.

6. Political systems, including the study of the United

Nations, negotiations and treaties and nongovernmental

organizations.

7. Populations, including population control and

immigration and emigration concerns.

8. Human commonality and diversity through the study of

race and ethnicity, thus working to reduce prejudice

ethnocentrism.
9. The technocratic revolution, looking at the increasing

roles that science, technology, and communication play

in people lives.

10. Sustainable development, including the studies of

urban growth and the disparities that exist between

the countries of north and those of south.