In Part 2 of the Global Education Workshop, you will finalize the components of the workshop so that you are able to create a workshop design document/research paper
that structures the sequence of activities and content of your module. Select any lesson planning tool that works for you or create a special format for this project.
Keep in mind your audience and the policy issues that may be important in the community. Be sure to include an evaluation strategy and resources for your participants
1. Finalize all the requirements from Part 1 of the Workshop Project
2. Create a logical and comprehensive design document that governs the conduct of the workshop.
3. Establish a list of resources for the workshop participants.
4. Determine the effectiveness of the workshop via an evaluation method.
5. Integrate current and relevant policy issues into the workshop.
6. Include 5 peer-reviewed references from the previous five years.
Your assignment must:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with
your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the
reference page are not included in the required page length.
The specific course learning outcomes associated with this assignment are:
• Formulate conceptual frameworks about global education policy and practice.
• Illustrate how teachers engaged in global education assist one another to become more effective instructors.
• Build a meaningful, professional-quality, course project that demonstrates an understanding of how policy issues impact higher education.
• Use technology and information resources to research issues in leadership in
Learning outcomes of the workshop
This workshop is specifically for the educators and leaders of schools and institutions, and members of the community on the importance of global education. At the end
of this workshop, the school leaders will be aware of what is required of them to adopt global education and develop students who are equipped with the skills and
knowledge necessary to work in any part of the world. The workshop is a perfect chance for the participants to learn how to implement global education in their own
Rationale for the audience
The rationale for targeting educators, school leaders, and community members is the realization that these are the drovers of change in education. It is the educators
and the schools leaders that have the ability to turn strategies into outstanding classroom practices. Teaching educators and school leaders about global education is
the most effective way of ensuring that this is implemented in schools. The important factor in targeting the members of community is the increasing disparity between
experiences of students in and out of school. Therefore, it is important, for global education to work, that the community members are targeted by the workshop.
Proposed global education model for the workshop
It is a general belief that the education for the 21st century should be radically different from that of the 19th century. In the current generation, it is important
to look at education, not from a local perspective, but from a global perspective. Lehner & Wurzenberger (2013) suggests that the global leadership will depend on
educating a generation of individuals who are aware of what is happening around the world, not just locally. The global education model proposed for this workshop is
Global Education Model of Schooling (GEMS). In this proposed model of global education, global values are entrenched in the education framework. In the current
context, it is held that while training in character must be the first step, just appending character training to an education system that is outdated will not
generate the necessary response to the needs of the individuals as well as those of the global society in the 21st century. Therefore, there is need for a new
education model suited for the new and enlightened world. The model necessitates new goals integrated within its framework for the global society, goals that totally
redefine what is meant by being successful in the global world. It is important to view education differently and its fundamental ethics re-examined completely. The
education system in the community need to be by the world we are currently living in that demands for different way of thinking about education. Technology has
fostered a more and more competitive and interdependent global economy as well as changed almost all aspects of life, the way we should work, interact, play and learn
new things (Taras, et al 2013).
Outline and sequence of the workshop
Scenario: A one-day (8 hours) hands-on workshop to train the participants on the importance of global education
�?� Educators, school leaders and community members
Gathering (10 minutes)
The guests arrive and are greeted warmly with the host introducing himself. The guests are invited to take their seats.
Welcome and introduction of the workshop (20 minutes)
Introduce the format for the workshop
Main activity (first session: 2 hours)
This is the introduction of what is meant by global education
Break (30 minutes)
The guests have tea and snacks
Main activity (second session: 2 hours)
Discussion of Global Education Model of Schooling (in details)
Break (1 hour)
The guests have lunch
Main activity (last session: 2 hours)
Discussion of the importance of technology in global education
Final interactions and departure (1 hour)
Models and examples of global education
According to Lehner & Wurzenberger (2013) global education is aimed at doing what higher education has traditionally strived to do: extending the awareness of the
students of the world they are living in, opening them to the legacy of human thought, creativity, and action by cultivating their ability to read, write as well as
think critically, and by enhancing ethical, scientific, mathematical, cultural and information literacy. Nevertheless, it is important to note that global education
locates these abilities and attitudes in a different context and therefore offers them differing emphasis. The increasing interactions within as well as among
cultures, communities, and belief systems currently render the ability to be aware of, understand, and react to various points of view on human experiences. The
production as well as distribution of information on such a great scale than ever witnessed in the past renders techniques for successful access to the information,
and the means for handling, interpreting, and using, more indispensable than ever before. Additionally, the complicatedness of the global phenomena necessitates an
interdisciplinary model. Therefore, global education enhances understanding of the various global perspectives as well as interdependencies in all disciplines and
Interdisciplinary Education is one of the models of global education that we have explored. This model is increasingly being recognized as being important in enriching
a knowledge base of a student. In such a model, the courses as well as programs purposely cross the traditional disciplinary boundaries, and this is important in
releasing information which might have been otherwise invisible. It also provides greater opportunities for collaboration as well as for rigorous inquiry in education
(Deeter-Schmelz & Kennedy, 2011). Cross-Cultural Education is another important strategy in the achievement of global education. From the point of view of Cross-
Cultural Education educational institutions are required to have a commitment to the understanding of cultures, not only within the country, but internationally. This
commitment should be reflected in the curriculum of the school, as well as in the school policies and practices. This will ensure development of students who are able
to handle the challenges posed by cultural diversity in the global world (Reade, et al 2013). Language Education is extremely important in the achievement of global
education. This is due to the fact that languages constitute an important aspect of interactions and communication in the global environment. It is important for the
policy makers in education to identify the important languages to teach in order to prepare the students for the global world. This calls for a broadening of the
languages that are taught in the learning institutions presently (Yusuf, 2013).
Deeter-Schmelz, D. R., & Kennedy, K. (2011). A GLOBAL PERSPECTIVE ON THE CURRENT STATE OF SALES EDUCATION IN THE COLLEGE CURRICULUM. Journal Of Personal Selling &
Sales Management, 31(1), 55-75
1Lehner, D., & Wurzenberger, J. (2013). Global Education �?? an educational perspective to cope with globalisation?. Campus — Wide Information Systems, 30(5),
Reade, C., Reckmeyer, W. J., Cabot, M., Jaehne, D., & Novak, M. (2013). Educating Global Citizens for the 21st Century. Journal Of Corporate Citizenship, (49), 100-
Taras, V., Caprar, D. V., Rottig, D., Sarala, R. M., Zakaria, N., Zhao, F., & …Zengyu Huang, V. (2013). A Global Classroom? Evaluating the Effectiveness of Global
Virtual Collaboration as a Teaching Tool in Management Education. Academy Of Management Learning & Education, 12(3), 414-435
Yusuf, N. (2013). The future of global education. International Journal Of Business & Economic Development, 1(3), 75-82.
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