Rationale for Change: Why We Must Prepare Students for the 21 st Century

1. Rationale for Change: Why We Must Prepare Students for the 21st Century James E. Copple Senior Policy Analyst – Pacific Institute for Research and Evaluation July 20, 2009

2. Bring Me the Horizon Captain Jack Sparrow

4. The Kenya Demand

5. The Kenya Solution

6. Genocide and Cultures of Death We wish to inform you that tomorrow we will be killed with our families.

7. Overcoming through Education

8. What If . . . . . .

9. The Rwanda Experience Children who might have been our national heroes. Mayor Musewa of Kibuye District - Rwanda

10. Understanding the Educational Bridge • Africa’s capacity is dependent on your capacity. • Africa’s economic growth and progress is linked to your capacity to prepare and build social, political and economic entrepreneurs. • Africa’s health capacity depends on your capacity to replicate our systems of health delivery and your ability to educate through empathy. • THE ECONOMY AND FREEDOM OF THE UNITED STATES IS DEPENDENT ON AFRICA’S SUCCESS

11. Education Education is the entire process by which a culture transmits itself including what it values; it is how a culture ultimately defines itself against internal and external threats and it is how it sustains itself against those threats. Therefore, education is a process that is continually transforming and being transformed.

12. To Stipulate Education is beyond schooling – Education is beyond formal instruction – Education is an entire process that is anchored in a multitude of relationships and experiences and its throughout the entirety of one’s life. THIS IS CRITICAL TO UNDERSTANDING EDUCATION IN A DEVELOPING WORLD CONTEXT AND IN UNDERSTANDING THE CHALLENGES OF GLOBALIZATION

13. Observation • If you hate change or you resist change – you are in the wrong profession. • Educators need tools but they are not dependent on those tools to educate. A good teacher will teach in a barn and use HorseX@#& for chalk if necessary.

14. United Flight #93 • Controlled Environment • Expected Procedures and Outcomes • No Identified Signals of Change or Disruption • The repetitive cycle was broken • Seizing the cockpit • Killing individuals in control • Creating a climate of fear and chaos • All things are now unpredictable • Creating a patterned response out of the chaos • What skills do we have • Who can execute those skills • How do we reach consensus (We Vote) • Feasibility of Success (Not Really a Variable)

15. Elements of Leadership Success • Gather Information • Use Resources You Possess • Don’t Blame The Tools • Skill Assessment (What Do We Have?) • Always an Asset • Apollo XIII • Build Consensus Around Goal • What Do We Have in Common? • What Can We Live Without? • Execute With Abandonment

16. Houston We Have a Problem • Lesson from Apollo XIII • Gentlemen: Is there anything working right on this spacecraft??

17. Globalization Defined by technology Defined by time and space Defined by markets and access to products Defined by emerging and common or shared views of information

18. No Child Left Behind by Globalization???

19. Global HIV/AIDS Data • 2.5 million new infections a year • 2.1 million new deaths a year • Between 1997-2005 over 3 million lives saved in the United States. • For every person you put on Antiretrovirals, 2.5 become infected.

20. Swaziland Global Reality 42% of Women of Child Bearing Age are HIV/Positive 26% of Entire Population is Infected 100,000 Orphans – One out of every four children is an orphan of AIDS Life Expectancy Declined from 59 years in 1991 to 31 years in 2008 By 2015, if nothing is done, 500,000 people will die DELAY ORPHANS as a Strategy

21. Joshua Magagula

22. Aaron James

23. Cautions on the Educational Road to Globalization • This has to be more than technology diffusion • This has to be more than packaging curriculum in neat little formulas to enhance training and technical assistance • Achievement Gap is more than test scores and academic performance by Western Definitions

24. What Went Wrong?

25. Millennium Development Goals • Eradicate Extreme poverty and hunger • Achieve universal primary education • Promote gender equality and empower women • Reduce child mortality • Improve maternal health • Combat HIV/AIDS, malaria & other diseases • Ensure environmental sustainability • Develop a global partnership for development

26. What Do We Gain? • Poverty reduction is directly correlated to universal education • Poverty reduction is directly correlated to equal access regardless of age, class, gender or ethnicity • The foundation for economic growth and security is access to information and transformational and transactional relationships

27. Emerging Dynamics • Population and Wealth Distribution • One Billion – Subsistance Living • Environmental Impact(s) • North-South Conflicts and Emergent Cultural Autonomy as a Reaction to Colonial Institutions • Technology and the Demand for Immediate Gratification

28. Youth Development and Education for Citizenship and Labor • Cultural Stewards and Leaders • Global Cultural Strategies for Transformation • Cultural Drivers Inhibiting Growth and Development • Family Institutions • Community Development • Breaking and Using the Cultural Drivers to Promote Development Goals

29. The Three Focus Areas of Leadership Tansformation Culture (Religion, Art and Education) Development Progress Economics (Human Brotherhood/Fraternity And Value Politics (Equality/Freedom

30. Pedagogy – Where is Paulo Freire When We Need Him? Education for Critical Conscioiusness - Beware what you ask for - Conscienization is about critical awareness Global Education Begins with Community Awareness and Moving to Global Connections 1. First the Individual 2. The Community 3. The State 4. The Cross-Cultural Inheritance and the Universal Access to Information

31. How Does It Begin? • It is vital that we create Listening Processes for responding to Global needs • We begin with our solutions and we should begin with their voice • Civilian Conservation Core Model • Problems • Barriers • Solutions

32. The Educational Pyramid for Change Action to Transformation Ideas to Action Meaning to Ideas Creating Awareness Around the Meaning Of Information Equal Access to Information

33. Managing the Three Levels of Change • Improvement Change Development of Best Practices and Optimizing Existing Potential • Intelligent Copying and Borrowing This type of change is about introducing new ideas into organizations and communities from external influences and involves the intelligent copying and borrowing of technologies and ideas from other cultures, individuals and organizations

34. Managing the Three Levels of Change (cont.) • Mindset Change This type of change involves elements of a paradigm shift. It involves total transformation through the creation of cutting-edge ideas and new world views, resulting in a major shift of mindsets and the generation of new solutions and perceptions.

36. Making the Commitment

37. Generational Transformation Significant Adults Acquired Skills Hope Locus of Control Altruism

38. The Goal We have triumphed in the effort to implant hope in the breasts of millions of our people. We enter into the covenant that we shall build the society in which all South Africans, both Black and White will be able to walk tall, without any fear in their inalienable right to human dignity…a rainbow nation at peace with itself and the world. (President Nelson Mandela, in his inauguration Speech, May 10, 1994)

39. Finally – We are Finished