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Education & Globalisation
Transcript of Education & Globalisation
Areas of investigation
g l o b a l i s a t i o n
is the expansion of, generally westernised,
organisational operations across
national, regional and international boundaries.
Looking specifically at the secondary curriculum most subjects are integrated with global learning, such as:
in relation to gloablisation in New South Wales
As demonstrated, global education is treated
as an integral part of the current
This is in correlation to the
United Nations Millennium Development Goals
through its challenging of the causes of poverty and oppression .
But it's not just
students in NSW learn...
A glyph is an element of writing: an individual mark on a written medium that contributes to the meaning of what is written.
it is often overlooked that globalisation
has a ...
a counter or aperture is the area of typeface anatomy that is entirely or partially enclosed by a letter form or a symbol
Globalisation and teaching practices
is a glyph added to a letter, or basic glyph.
initial is a letter at the beginning of a work, a chapter, or a paragraph that is larger than the rest of the text.
letter-spacing, also called tracking, refers to the amount of space between a group of letters
Text figures are numerals typeset with varying heights in a fashion that resembles a typical line of running text
Historically there are two key areas of influence
The impact of Foreign cultures on a minority
How is Australia and NSW adjusting to the introduction of new Cultures in its education system?
The Australian Census of Population and Housing is a rich source of data about Australians and their cultural characteristics. In 2011, the Census revealed that over a quarter (26%) of Australia's population was born overseas
How is New South Wales and Australia dealing
with the rise of culturally diverse individuals?
Despite global education’s recent emergence in NSW (2001) and increasing provision of quality pre-service and in-service professional development (2,000 participants in 2001 to over 10,000 in 2004), it is theoretically and conceptually undeveloped, and changes are not reflected in most Australian schools and universities curricula requiring improved integration within all educational systems and educational policies with increased political support
Technology for Learning program has the ongoing
support of funding in the 2011/12 NSW state budget.
Education NSW is to use the a new system facilitated by 113
IT support staff in technical offices over the region.
120,000 computers are allocated to NSW public schools over a four-year cycle.
The government is attempting to bridge the gap of accessibility through e-learning strategies such as 30,000 computers and equipment distributed through NSW public schools. With an additional 27,000 laptops for NSW secondary school teachers.
To increase the access to e-learning a new server is due to be implemented.
The new server will replace the existing ‘Content Pre-provisioning Cache server.’
The NSW DER program aims to provide a wireless educational laptop
to every NSW public student. This will mean distributing over 190,000
computers in NSW, creating a student computer ration of:
Thanks for listening
and the effects of
Migration and its effect on curriculum
Aboriginals affected by European colonialism
Since British settlement in 1788 up until 1883, primary focus was to establish a penal colony. No attempt to ‘civilise’ the aboriginal population until 1825.
Aboriginal Education only begins to be considered around 1825, whereby the British colonists establish Schools on Aboriginal reserves but was not successful.
Establishment of Aboriginal Protection Board in 1883, in which Aboriginal boys were taught trades in particular Carpentry.
- the earliest form of Globalisation in NSW education
Only until 1916, the Board incorporated Reading and Writing into the syllabus but still heavily focused on ‘Manual Training’ (i.e. Labouring on reserves).
The Board dissolved in 1940, and replaced by Aboriginal’s Welfare Board which focused on assimilating Aboriginals into the greater community.
Migration and Language other than English
(Government Schools): The Proportion of the NSW government school population that speaks a language other than English at home has been steadily rising. This represents an The five major language groups in NSW government schools are Arabic, Chinese languages and Vietnamese, which have been increasing, and Greek and Italian, which have been decreasing.
(Non-Government Schools): Archdiocese schools had a large proportion of students who spoke a language other than English at home (50% in 1992), with Chinese and Vietnamese being the largest.
- the earliest form of Globalisation in NSW education
Increasingly large number of immigrants since 1960
Institution of English as a Second Language program in 1969, which was a federal plan but first adopted in NSW. This shows an early change to Australia’s education in shaping education to accommodate overseas immigrants.
NSW received almost 40% of Australia’s immigrant population from 1980-1992
Demographic change in NSW Education
Programs made before 1979 were not very effective. Little was done in order to support students from non-Anglo/Saxon backgrounds in Education to support rising numbers of immigrants postwar before 1979, when the first document was released addressing the need for Education to adjust in order to accommodate language barriers.
Two compulsory programs implemented into the Multicultural Education Policy, which incorporated Multicultural perspectives and Intercultural Education.
Attention was directed to the needs of students from language backgrounds other than English and to education in a multicultural society.
Incorporation of ESL (English as a Second Language program) in supporting students learning and personal development.
Different emphasis taken, rather viewing Students from Non-English speaking backgrounds as beneficial to education rather than disadvantageous. The focus is primarily based on curriculum development and teaching equality to students to then pass on into the greater society.
the effect of globalisation particularly in regard to immigration, in which people from overseas come and move into NSW has a great affect on the Education system. As a result of NSW receiving the largest amount of migrants the effect on the education system, both Public and Private has had a tremendous impact on the shaping of curriculum and improving peoples acceptance of a multicultural society.
There were other programmatic aspects of multicultural education that were critical to the process of integration of new arrivals such as: English as Second Language classes; employment of language teachers; and cultural support for students, especially refugees.
Some of these elements still exist and have become mainstream in Australian education; something we ought to celebrate
"No, I do not think they taught cultural issues
properly. I mean, when I had an aboriginal
lecturer on multiculturalism he focused entirely
on indigenous backgrounds and disregarded other
cultures issues and backgrounds."
The authors noted that there was no national- or state-level requirement at the time for accredited teacher education courses to include multicultural education.
How is New South Wales and Australia dealing with the rise of culturally diverse individuals?
- Alissa Facey, I.P.T./Design teacher of 2 years
studied at UWS South Kingswood
"No, nah, no units were in the university with it. It was not part of the teaching degree, people could choose."
- Paul Amon, I.T. teacher of 14 years at Doonside Technology High School
studied at university of Wollongong
"Depends on who wins next year elections. If 'Mr Budgie Smugglers' wins we will be back in the dark ages."
Will this trend continue?
What will happen?
- Katie Rose English Head Teacher of 7 Years, studied at UWS – Penrith.
Technology & Globalisation
in New South Wales
As a result of a technology driven society school age
children of NSW have access to information at the click of a finger.
From one side of the globe...
... to the other
The number of hours children
are spending looking at a screens
is ever increasing.
Experts recommend a limit of
two hours per day screen time.
With children under two not having
access to computers or TV at all.
Students have access to an
enormous number of
resources such as:
Internet can be a useful tool for learning. It can also be an obstacle in the process.
Technology is challenge in the classroom, in contrast, to the distractions of ‘acts of incivility.’
The coping mechanisms in dealing with the challenges of technology in the classroom are inefficient and limiting to the rapid growth of technology.
One consequence of technologies role in globalisation has been “e-escaping:”
Increased opportunities to cheat.
Distractions of the internet / texting / emails / social media
Cyber bullying > Where is the line drawn between school to home?
Importance of the mobile phone.
Podcasting. Students substituting attending class and interaction with peers & teachers to do it at home.
These un-intended effects are mostly found in higher educational settings. But the implications are increasingly being found in early education as it lays the foundations in the tools of technology.
Students spend on average 23 hours on technology in a week. 99.9% on email and 80% checking messaging systems.
Teachers expected to embrace and use technology as a tool.
Varying abilities of sophistication and illiteracy within the classroom. An indicator of the unequal equilibrium of technology distribution.
International law; migration; human rights;
protecting global environment;interdependence of nation states; Indigenous peoples & self determination; world order; international agreements.
With outcomes like:
aluate effectiveness of domestic law in responding to global challenges
International expansion, global markets,
technology, globalisation, tax havens, illegal products, ecological sustainability, business management and change, financial planning and management.
With outcomes like:
explain impact of global business environment on business role and structure and evaluate processes and operations in global businesses.
world wars, decline of nation states, migration, UN as peacekeepers, International Studies in Peace and Conflict
past globalisation e.g. Rome
world at the beginning of 20th century; World War 1 and aftermath 1914-1921
Globalisation: trade, investment, technology, finance, labour; international business cycle, financial flows, free trade, protection, trading blocs.
Impacts of globalisation: international convergence, economic growth, development and quality of life, trade, investment, Transnational Corporations, distribution of income and wealth, environmental consequences, implications for government economic policies.
HSC Australia's Place in Global Economy: impact of changes-internal and externalstability.
With outcomes like:
xplain role of markets within global economy and analyse impact of global markets on Australian and global economies.
Global Issues and Role of Citizenship, Australia in its Regional and Global Context, Biophysical Interactions,
Global Challenges (Population; Development; Cultural; Political), Ecosystems at Risk,
People and Economic Activity,
With mandatory components in both
‘If young people are to make informed and ethical choices about their futures and how they live their lives now they need to be aware of the global influences that shape these choices. Young people need to be able to make sense of their place in a complex world and move towards shaping that world for the better’.
- extract from Growing Global Education and Globalisation In Australia, Dr S Bliss (2005)
they learn it.
ABS. (2011). 'Reflecting a Nation'. 2012–13, Cat. 2071.0. Canberra: ABS.
Bell, J.H. (1961). 'Aboriginal Education in New South Wales'. The Australian Quarterly, 33(2), pp. 30-34.
Bliss, Dr S. (2004) Cuban Study Tour, The Geographical Society of New South Wales, January.
Bliss, Dr S. (2005). 'Growing Global Education and Globalisation In Australia'. Presented: Pacific Circle Consortium International Conference. University of Western Sydney.
Curriculum Corporation (2002) Global Perspectives: A Statement on Global Education for Australian Schools. Victoria, Australia, Curriculum Corporation.
Education & Communities, Office of Education. (2011). 2011 Statistical Bulletin: Schools and students in New South Wales. Retrieved from: http://www.dec.nsw.gov.au/about-us/statistics-and-research/key-statistics-and-reports
Education & Communities, Office of Education. (2011). Computers in schools. Retrieved from: https://www.det.nsw.edu.au/media/downloads/about-us/statistics-and-research/key-statistics-and-reports/computers-in-schools.pdf
Education & Communities, Office of Education. (2012). Language diversity in NSW government schools in 2012. Retrieved from: https://www.det.nsw.edu.au/media/downloads/about-us/statistics-and-research/key-statistics-and-reports/lbote/lbote2012-cese-bulletin-issue01.pdf
Education & Communities, Office of Education. (2011). Screen Time. Retrieved from: http://www.schoolatoz.nsw.edu.au/technology/using-technology/screen-time
Iredale, R. & Fox, C. (1997). 'The Impact of Immigration on School Education in New South Wales, Australia'. International Migration Review, 31(3), pp. 655-669.
Merryfield, M. (1995). Institutionalizing cross-cultural experiences and international expertise in teacher education: The development and potential of a global education PDS network. Journal of Teacher Education, 46(1), pp. 1-9.
Participation for all
Student centered learning
avoiding gender stereotyping
regardless of gender, race, ability
question, discuss, negotiate and take action
excursions, role plays, ‘hands on’, simulation games
Merryfield, M. (2000) How can electronic technologies promote equity and cultural diversity? Using threaded discussion in graduate courses in social studies and global education, Theory and Research in Social Education, 28(4), pp. 502-526.
Merryfield, M. (2000) Why aren’t teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators. Teaching and Teacher Education, 16, pp. 429-443.
Nworie, J. & Haughton, N. (2008). Good Intentions and Unanticipated Effects: The Unintended Consequences of the Application of Technology in Teaching and Learning Environments. Techtrends: Linking Research & Practice To Improve Learning, 52(5), pp. 52-58.
Reid, C. & Sriprakash, A. (2012). 'The possibility of cosmopolitan learning: reflecting on future directions for diversity teacher education in Australia'. Asia-Pacific Journal of Teacher Education, 40(1), pp. 15-29.
Carleen White 42845122
George Day 42491282
Gregory Nelson 42887925
Sean Thrift 42911184
The desire to have a competitive national education system has been the driving force behind such national testing programs as the
National Assessment Program – Literacy and Numeracy
Programs such as these have obvious ramifications for the NSW curriculum in relation to
Enabling critical literacy
Breadth, depth & sequence
Using current issues
promoting critical thinking about opinions, arguments and evidence and detect bias and prejudice
balancing themes and topics with student development
raise voices and perspectives from other cultures, challenge preconceived stereotypes (racism & sexism)
Building self esteem
Inquiry based learning
promoting communication and cooperation
group work projects, negotiating skills, compromise and work together to solve problems
developing a positive self image, encouraging participation
promoting the development of critical thinking
Globalisation and teaching practices
Globalisation and teaching practices
National testing isn't all about students.
Standardisation of testing can also be used as a tool to measure and assess teacher performance.
The relationship between standardised testing and teacher accountability is an issue that has the potential to divide teachers and influence the image of New South Wales teachers in a global context.
Through adoption of successful education practices from other countries, globalisation has also impacted the pedagogy and structure of the classroom today.
As a result education in NSW has seen a rapid embracing of technology in and around the classroom. Although there are associated benefits of equipping teachers with innovative tools the consequences are difficult to minimize and coping strategies in relation to the negative affects need further investigation.
In relation to education this means a massive exchange of culture, information and ideas all over the globe to which Australia and indeed New South Wales must now partake in, or fall behind in the global development of education.