Global Agendas and Education for Leadership A challenge seminar

Clive Wilson: Approaches and Developments

 TASK

What will be the significant issues facing the next generation of business and community leaders?

What will be the origin of the significant issues facing the next generation of business and community leaders?
The impact of the Globalisation of industry, trade and commerce The use and abuse of Global communication Managing market externalities and international interdependence Human rights, conflict resolution and reconcilliation

 Challenge

What role do Academies and Colleges have in preparing students for this future?

From : Me, Mine, Here, Now

To: We, Ours, The World, The Future

Global Agendas and Education for Leadership

Models of Engagement with Global Agendas and International Leadership

1. Peripheral

2. Internal
3. Systemic

Model 1 Internal

Teach subjects that explore the wider issues

Model 1- Internal
Positives ( eg)
Student chooses Structured learning Linked to a qualification

Negatives (eg)
Not all student choose Limited by time allocated Limited by experience of staff

Model 2 Peripheral

Student study visits to wider national and international settings to engage with others in exploration of issues

Approach 2 Peripheral
Positives eg
Students engage with others in other contexts visits /projects Students gain insights through dialogue Skills in communication as well as knowledge

Negatives eg
Not all students engage Difficult to maintain and fund Requires significant staff expertise

Model 3 Systemic

Global agendas and leadership themes in all the courses / activities and guidance work for all students

Example 3 Granada University Adult Students attending a UK College

Link with Granada University (Spain)
Spanish Adult students are hosted in homes and attend a programme designed as an international experience and gain English language skills as well as courses on international agendas. College students act as language assistants to support language skill development College students achieve a mentoring award

Further Next Steps A Global Agendas and Leadership Curriculum

Built in all through ...not Bolt On! A curriculum framework for international citizenship and leadership development ideas.

From : Me, Mine, Here, Now

To: We, Ours, The World, The Future

Global Agendas and Education for Leadership

What knowledge, skills, understanding and attitudes will the next generation of leaders require?
Communication, language & culture, using formal mediums and interpersonal skills Processes, technical and scientific Problem solving and vision building Generosity, curiosity and the willingness to work for common goals

What schooling, what education is required?

From : To: Me, Mine, Here, Now We, Ours, The World, The Future

A radical shift of curriculum to make central the personal growth of learners whilst learning the disciplines of existing subjects to give meaning and extrinsic worth to their learning Enhanced assessment regimes that recognise and validate C21 skills, understanding and attitudes for life /work choices which are gained through expeditionary approaches to learning

From ME to WE, MINE to OURS, HERE to THE WORLD, NOW to THE FUTURE

WE

People and communications

Processes and
THE WORLD Environment

ME HERE NOW

Global

Development

THE FUTURE

MINE

Power and ownership

OURS

Where do current subjects fit?

WE

Languages Mathematics People and communications Sports ICT Art/Music/Media Physical Sciences History Psychology
Sociology

Engineering THE FUTURE

Processes and
THE WORLD HERE Environment Geography / Geology Astronomy Metereology

ME MINE

Global NOW

Development Medical/Care

Economics/Business Gov & Politics Food/Agriculture Power and ownership Philosophy Law

OURS

Linking Curriculum Theory & Practice

WE

Piaget
People and communications

Stenhouse

Bruner
Processes and
THE WORLD HERE Environment ME NOW MINE Global

Development

THE FUTURE

Dewey

Power and ownership

Socratic

OURS

Connecting the Personal with a Future World View

WE

People and communications

EXPEDITIONARY LEARNING
Processes and
THE WORLD Environment ME HERE NOW Global THE FUTURE

Development

MINE

Making formal the link between personal growth and declared preferred future world scenarios

Power and ownership

OURS

EXPEDITIONARY LEARNING
Global Development Project Explore via:
People and Communications Processes and Environment Power and Ownership

Produce a report that considers the future options and the required behaviour change (personal growth ) of the learner and others
Accreditation: Personal Leadership Awards

From : Me, Mine, Here, Now

To: We, Ours, The World, The Future

Global Agendas and Education for Leadership

Global Agendas and Education for Leadership A challenge seminar

Clive Wilson: Approaches and Developments