Addressing global issues from all angles / 2

1. Boyd Roberts ECIS November 2007 Addressing global issues from all angles / 2

2. IB community theme: sharing our humanity • The fight against poverty • Peace keeping, conflict prevention, combating terrorism • Education for all • Global infectious diseases • Digital divide • Natural disaster prevention and mitigation “High Noon” by J. F Rischard, 2002

3. Aims • Demonstrate the commitment of the IB to its mission statement and the learner profile • Demonstrate the extent of activities related to the mission in IB World Schools

4. Aims / 2 • Develop knowledge and understanding of global issues • Encourage appropriate action on global issues

5. Aims / 3 • Support collaboration between IB World Schools and across programmes • Strengthen the IB community

6. How? IB will encourage and facilitate schools to explore and address the theme through: • Regular classroom teaching • “Special projects” • Community service individually and/or collaboratively with other IB World Schools

7. In the Primary Years Programme Within the transdisciplinary themes. Examples: • Global infectious diseases within “How the world works” – interaction between the natural world and human societies; impact of scientific advances on society • Global poverty within “Sharing the planet”

8. In the Middle Years Programme Within normal subjects and requirements Examples: • Selection of relevant literature in languages A and B • Global infectious diseases within sciences and technology • Selection of appropriate relevant material in statistics • Selection of topic of personal project

9. In the Diploma Programme Within normal subjects and ToK Examples: • Selection of relevant books within language programmes • Studying aspects of global infectious diseases within the science group project • Using statistical examples relating to ICT access, income levels, disease infection rates etc in Maths. • Considering ethical aspects of global poverty within ToK

10. How? IB will reflect and address the theme in • Presentations at IB conferences • Publication of selected speeches • Special features in IB World and on the website

11. How? IB will encourage and facilitate the theme by • Development of a dedicated web platform • Recognition of activities and projects

12. How? On-line environment for students, teachers, parents and others: • Information and resources (from IB and schools) • Knowledge sharing and exchange • Project collaboration • “Wiki” environment, moderated by IB • Hosting global online conferences • Linked to OCC and public website • Publication of projects and reports of activities by schools • Access through school “gatekeeper”

13. Sharing our humanity: objectives • Enhanced student knowledge and understanding of global issues relating to the theme • Practical actions in service and elsewhere, as appropriate • Greater understanding within schools of how global issues can be addressed within IB programmes • A showcase and archive of exemplary school projects and initiatives articulating IB values and student achievement

14. Sharing our humanity: objectives / 2 • A bank of resources and materials for future use • A web platform for future themes • Collaboration between IB programmes, IB schools, and between IB and non-IB students within IB World Schools • A strengthened IB community

15. Developing the global dimension: PROGRAMMES AND INITIATIVES Challenge 20/20 brings together schools in the United States with schools in other countries. Together, they identify local solutions to a global problem. NAIS National Association of Independent Schools www.nais.org under conferences and events

16. Developing the global dimension: PROGRAMMES AND INITIATIVES International School Award The ISA supports schools to develop the following: • An international ethos embedded throughout the school • A majority of pupils within the school impacted by and involved in international work • Collaborative curriculum-based work with a number of partner schools www.globalgateway.org.uk

17. Developing the global dimension: How we recognise change and development ASDAN offers accredited awards in non- academic areas, including International Award (language, travel, international links etc) Youth Achievement Awards www.asdan.co.uk

18. International GLOBAL CITIZEN’S AWARD

19. Aspects of the Global Citizen KNOWLEDGE SKILLS

20. Subject Curricula • Focus on “content” – knowledge and skills • Form an induction to an established discipline • Led / taught / assessed by experts • Prepare for the future

21. Global citizenship should… • emphasise attitudes and values • emphasise action and participation • recognise that students, like adults, are co-equal citizens now • set aside traditional ideas of the teacher as “expert”

22. Global citizenship should… • emphasise attitudes and values • emphasise action and participation • recognise that students, like adults, are co-equal citizens now • set aside traditional ideas of the teacher as “expert”

23. Not education for … but real, authentic engagement in global citizenship

24. InternationalGLOBAL CITIZEN’S AWARD An international programme to promote and recognise development of (young) people as better global citizens

25. The Award affirms that students are not future citizens but citizens now. involves students in all aspects promotes authentic engagement and personal experience InternationalGLOBAL CITIZEN’S AWARD

26. is a voluntaryprogramme starts with students’ everyday lives concentrates on values, attitudes and action, all related to global citizenship InternationalGLOBAL CITIZEN’S AWARD

27. promotes and recognises change and development – not the “standard” reached is locally awarded by authorised centres InternationalGLOBAL CITIZEN’S AWARD

28. InternationalGLOBAL CITIZEN’S AWARD Encourages wide participation • no limits on numbers • wide age range (11+) – adults too • non-competitive • suitable for wide ability range • low cost but voluntary

29. Why an award? It shows the school takes it all seriously – that it matters It recognises and encourages development of individual students It encourages and motivates participation InternationalGLOBAL CITIZEN’S AWARD

30. InternationalGLOBAL CITIZEN’S AWARD Elements of the award programme

31. InternationalGLOBAL CITIZEN’S AWARD • Understanding other cultures and outlooks • Personal Global Footprint • Influence and involvement with others • Recording and reflecting on change

32. InternationalGLOBAL CITIZEN’S AWARD Understanding other cultures and outlooks Internet research, Reading, Films, TV programmes etc BUT must include DIRECT PERSONAL ENGAGEMENT with person(s) of different outlook

33. Personal Global Footprint Individual impact on the world – people and environment – directly and indirectly InternationalGLOBAL CITIZEN’S AWARD

34. InternationalGLOBAL CITIZEN’S AWARD Personal Global Footprint • Being good with money • Environmental responsibility

35. Being good with money Helping things to happen by giving it away Ethical spending “Buying products or services which were ethically produced or delivered and/or which are not harmful to the environment and society.” Background research, and action InternationalGLOBAL CITIZEN’S AWARD

36. Environmental responsibility Research and review of personal environmental impact and appropriate action InternationalGLOBAL CITIZEN’S AWARD

37. Influence & involvement with others Personal community service Advocacy, Persuasion or Promotion Active decision-making InternationalGLOBAL CITIZEN’S AWARD

38. Recording and reflecting on change “Diary” / “log” in any format and language allowed by the school; records changes in knowledge, action and awareness. InternationalGLOBAL CITIZEN’S AWARD

39. InternationalGLOBAL CITIZEN’S AWARD Time involved • approx 2 hours per week • 50 total hours over at least six months

40. International aspects Same model offered internationally Can be conducted in any language International input from other school(s) to programme and award process International input to other school(s) International networking / discussion InternationalGLOBAL CITIZEN’S AWARD

41. InternationalGLOBAL CITIZEN’S AWARD Assessment / Award • Fulfils time and participation requirements – record • The “diary” / “log” – evidence of change and development of an appropriate extent (subjective) • Group review with peers, adults etc • Input from other school(s)

42. InternationalGLOBAL CITIZEN’S AWARD The Award • Personal development • Recognition • Certificate and, subject to confirmation, • Commissioned artefact from another country – produced in an ethical project • Nominate a donation to one of the Award’s chosen charities

43. InternationalGLOBAL CITIZEN’S AWARD Pilot stage, started September 2007 to • try it out for six months • form network of interacting people involved • decide future format and development, including further award levels

44. InternationalGLOBAL CITIZEN’S AWARD 13 Pilot schools so far committed • State / independent • National / international • IB / non-IB • 10 countries

45. Pilot schools for the International Global Citizen's Award Commodore Options School St Timothy’s School Stonewall Middle School United States of America St George’s British International School, Rome Italy Broadgreen High School International School of London United Kingdom Sha Tin College Hong Kong, China Sotogrande Int. School Spain Utahloy Int. School China Academia Británica Cuscatleca El Salvador The English Academy Kuwait Amman Baccalaureate School Jordan British International School, Phuket Thailand Park House English School Qatar

46. InternationalGLOBAL CITIZEN’S AWARD For further information visit: www.globalcitizensaward.org Interested in joining? Registering schools for start in 2007-8. E: boyd.roberts@globalcitizensaward.org