Global education involves acquiring the knowledge of different cultures, geographical regions, histories, and the current events of every region in the world. It enables students worldwide to develop the skills they can apply to engage with their fellow global peers and sheds light on students' actions to address world problems as world citizens (Goren, 2017). International education workshop is meant to address the techniques used to integrate change within global education, such as changing the school curriculum. The workshop aims to impart the necessary critical thinking skills to students to help solve the academic and professional problems within their communities. Frontline education stakeholders such as parents, teachers, the board of directors, and administrators have to attend the workshop for training on the relevance and importance of global education for the ripple effect to be felt by students worldwide. According to the 2020 “global education monitoring report” published by the "United Nations Education, Scientific and Cultural Education," the global education outlook is characterized by threats and strengths. The most significant threat to global education and workshop is Covid19 (“Global Education Monitoring Report,” 2020). Covid19 disrupted global education for over one year, and the results were devastating to global development and education. Education recovery post Covid19 requires capacity building and budget allocations, which are inevitable if any growth and changes are registered for global education progress.
Logical, comprehensive design document governing workshop conduct
To effectively achieve the purpose of the workshop, stakeholder conducts have to be governed appropriately. For that to happen, a document that regulates their engagement and behavior needs to be designed. The document is to be logical and comprehensive in its entirety. It should; Establish effective, genuine, and positive relations with students and other involved stakeholders. Develop ways of dealing with and conquering global education fears. Create activities for community involvement. Establish and encourage the continuation of global traditions. Promote positive stakeholder engagement Provide an opportunity for fun. The activities will target members of the community, educators, and leaders of educational institutions. The workshop is designed to provide them with the required ideas and activities integral to global education achievement (Tavangar, 2017). During the event, the stakeholders will be engaged in a question and answer session to clarify misinterpreted and misunderstood issues. The workshop's length shall be 7 hours, with lunch and mingle break of one hour provided between the lectures. Furthermore, prepared lecture brochures will be provided before and handouts issued at the end of the workshop to all the attendees. It will start at ten in the morning and go till two o’clock, after which the attendees will get a one-hour break that would end at three. The workshop should then resume from three o'clock for two hours until it comes to a close at five in the evening.
Delegate your assignment to our experts and they will do the rest.
List of resources for the workshop participants
To keep the attendees engaged and maintain a seamless teaching flow, specific resources need to be availed to the participants. The resources utilized for that purpose must be focused on global education and learning and have to act as references for supporting the workshop's objectives (Tavangar, 2017). The essential resources include international education expert videos, literature, or reading resources such as books, journals, and articles from relevant and accredited sources. For example, some prints of “The Handbook of Global Education Policy” by Mundy should be made for the participants. The handbook gives more significant insights into global education by providing global education policies and best practices (Mundy et al., 2016). In the handbook, Karen Mundy provides for the role of governments, organizations, and citizens in the enactment of international policies that would favor global education while mentioning the merits, demerits, and future of global education. Another important article that can be of great significance when used as a resource for the participants would be the "2016 World yearbook of Education," which focuses on international education statistics. It describes the milestones that have been taken towards the achievement of global education (Verger et al., 2016). The article outlines the challenges facing global learning in the 21st century among developing countries and developed countries. The models proposed by these resources are easy for teachers to implement in the classroom setting.
Evaluation of the workshop effectiveness
To determine the workshop's effectiveness, testing has to be conducted before, during, and after its global adoption. The most popular evaluation method that we would use to evaluate the workshop's effectiveness is through participant assessment. The participants would be assessed through surveys. The organizers would administer Pre-testing surveys through mailed questionnaires and Online questionnaires. At the end of the workshop, they would issue the survey through in-person interviews and telephone interviews. The survey questions would be open-ended to provide room for the participants to articulate their ideas appropriately to get accurate information. The analyzing team would then analyze the data by applying analytical and statistical techniques to describe the workshop survey results. Evaluation of the results obtained from the surveys would be used to address the workshop's effectiveness. It may provide insights into possible areas that would require changes in the future of global education. For example, a question in the questionnaire may require participants to rate their satisfaction with global education. The organizers would represent the numbers in percentage to give a clear picture of global education data. On the other hand, the global education workshop organizers should provide students with tailored online surveys to carry out alongside their daily courses. This provides a lot of information to the organizers, which can perform more testing and evaluation of the global education model. The results can then be published and provided to stakeholders quarterly and annually. The workshop organizers can also evaluate the seminar's effectiveness through financial reports, students' grades, attendance and participation in the workshop, and even through personal journals and testimonials.
Current and relevant policy issues in the workshop
Global education involves local, national, regional, and global stakeholders focused on relating education to economics, politics, and social developments for both developed and developing countries (Verger et al., 2016). Because of its vastness, global education workshops need to be governed by policies on international levels. Some of the current policies on global education include the International Education Policy (IEP). International Education Policy plays an essential role in the choice of the management of the leaders and resources. On the other hand, the World Bank and “the Organization for Economic Co-operation and Development” (OECD) are restructuring global education policies to promote a vision of utility for education. To accomplish their objectives of global education policy formulations, the World Bank and the OECD examine teacher experience and opinions from all the global regions. Reforming education has significant social and political implications due to its impacts on teachers who act as the agents for social and political change. As the global community gets linked through global policies, stakeholders in the global education model have to come together to develop micro policies at the grassroots level to match the global macro policies stipulated by the World Bank and the OECD. The OECD works towards the formulation of effective policies for organizations to better the lives of stakeholders and improve the capacity and effectiveness of global education to students all over the world. The benefits of well-formulated policies for global education are developing students' self-awareness by understanding their cultural significance, identity, and beliefs and how they connect to the diversity in the global scope (Goren, 2017). It provides stakeholders with relationship-building skills, allowing citizens to respect their opinions, cultures, and diversity.
Discussions
Global education workshop is a sophisticated project that requires many stakeholders, policies, and resources. The stakeholders involved are the teachers, board of directors, administrators, students, the subordinate staff, and international societies such as World Bank and OECD. They formulate policies that are relevant for the international educations’ future. The guidelines developed aim to reduce cultural and religious barriers while instilling a sense of appreciation of students' diversity as a tool for forging working relationships for solving global problems. Some of the resources required for the smooth execution of the workshop include technological equipment for communication, reference materials for supporting the evolution and place of global education in the 21st century, and developing a global education outlook for the future. According to the 2020 international education report published by UNESCO, the global education outlook is characterized by threats and strengths (“Global Education Monitoring Report”, 2020). The most significant threat to global education and workshop is the Covid19. Covid19 disrupted global education for over one year, and the results were devastating to global development and education. Education recovery post Covid19 requires capacity building and budget allocations, which are inevitable if any growth and changes are to be registered for global education progress. UNESCO recorded an upbeat global outlook for global education in gender equality, an effort that has taken over twenty-five years to achieve. Teachers' empowerment played a vital role in inclusivity, imparting values, knowledge, and the right attitudes to students, which would permit them to succeed.
Conclusion
In conclusion, the Global education workshop is meant to address the techniques that can be used to integrate change within global education, such as changing the school curriculum. To effectively achieve the purpose of the workshop, stakeholder conducts have to be governed appropriately. The workshop is designed to provide them with the required ideas and activities integral to the achievement of global education. The resources that would be utilized for that purpose must be focused on global teaching and learning and have to act as references for supporting the workshop's objectives. The most popular evaluation method that the organizers would use to evaluate the workshop's effectiveness is participant assessment through surveys. Because of its vastness, global education workshops need to be governed by policies on regional and international levels. The World Bank and OECD formulate policies relevant for the future outlook of global education. It provides stakeholders with relationship-building skills, allowing citizens to respect their beliefs, cultures, and diversity.
References
Global Education Monitoring Report. (2020). UNESCO. Retrieved 25 February 2021, from https://en.unesco.org/gem-report/taxonomy/term/237 Goren, H., & Yemini, M. (2017). Global citizenship education redefined–A systematic review of empirical studies on global citizenship education. International Journal of Educational Research, 82, 170-183. https://www.sciencedirect.com/science/article/pii/S0883035516308163 Mundy, K., Green, A., Lingard, B., & Verger, A. (Eds.). (2016). Handbook of global education policy. John Wiley & Sons. Tavangar, H. S. (2017). Unlocking the secret of global education. Childhood Education, 93(6), 457-463. https://www.tandfonline.com/doi/abs/10.1080/00094056.2017.1398546 Verger, A., Fontdevila, C., & Zancajo, A. (2016). The privatization of education: A political economy of global education reform. Verger, A., Lubienski, C., & Steiner-Khamsi, G. (Eds.). (2016). World yearbook of education 2016: The global education industry. Routledge.
