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Building Global Competence in Pre-school Settings: One World – A Global Citizenship Education Program in Guerrero, Mexico
Abstract
This chapter portrays an educational enrichment program called “One World” operating in the state of the Guerrero, Mexico, with the purpose of promoting Education for Sustainable Development at the pre-school level with an emphasis on Global Citizenship Education and the SDGs. Described as a successful partnership between innovative Mexican educators, who are from an education system with a commitment to civics education and educational reforms, and a global nonprofit organization, which is committed to using emerging communication technologies to build a global platform, One World is a program which seeks to develop global citizens who possess the knowledge, skills, and values of globally competent individuals and leaders. The authors first present the historical emergence of the program along with its core components and values, then provide sample stories of implementation, and finally evaluate the effectiveness of the program from the perspectives of the parents, teachers, and administrators from 13 different pre-school settings in Guerrero. In addition, they provide a case for national education systems for the freedom and bandwidth to experiment and innovate in a society where citizens are struggling to make sense of an increasingly complex world.
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Purpose
Human talent is rapidly becoming the most important asset for individuals, communities and nations. As the world changes rapidly due to globalization and technological innovation new opportunities and challenges arise for individuals, communities and nations. This paper aims to explore transforming education to prepare students to invent the future.
Design/methodology/approach
This essay draws on an evaluation of the impact of an entrepreneurship education program on a sample of youth in Saudi Arabia and integrates the core findings and ideas of literature relevant to the topic of education for the 21st century, including several books by the author.
Findings
This paper highlights five principles guide a series of curriculum resources to advance dispositions and skills for student empowerment and civic participation: start with the end in mind to design curriculum; leverage improvement networks to design curriculum; learn by doing; the power of problem-based education; and the power of collaboration in diverse teams.
Originality/value
Klaus Schwab, the founder of the World Economic Forum, predicts that the Fourth Industrial Revolution, resulting from increased and ubiquitous automation and the development of artificial intelligence, will eliminate many of the jobs currently available. Together with neurotechnological and genetic developments, these changes will create new opportunities and serious challenges, which require a heightened commitment to putting humans at the center, and empowerment as a goal (Schwab, 2017). These developments create a new urgency to examine whether children and youth are being prepared to be effective and productive citizens and workers, and to not just understand the future but to invent it. There is an emerging consensus that the skills students will need to invent the future must include cognitive, interpersonal and intrapersonal skills (Pellegrino and Hilton, 2012). The growing awareness that the adequate development of these requires deliberate efforts to cultivate them is also stimulating questions and innovations about the kind of educational experiences which can cultivate those skills.
Generally, educational studies do not problematize the definition of urban education or examine the positionality of sites along a spectrum of urban districts and schools. This study addresses the definitional gap by (a) examining the conceptualization of urban education through an integrative review of prior definitional research and (b) exploring how an urban district may be defined in empirical terms. Our findings indicate six categories are typically used to define urban education: (a) population/location/geography, (b) enrollment, (c) demographic composition of students, (d) resources in schools, (e) disparities and educational inequality, and (f) social and economic context. The results indicate that deficit-oriented language permeates prevailing definitions of urban education and that large-city-centered conceptualizations of urban education may overlook a substantial number of smaller districts with similar levels of educational inequality and diversity.
This article examines the implications of the fourth industrial revolution for education, and proposes an approach to develop highly relevant and rigorous curriculum aligned with the United Nations Sustainable Development Goals
This paper was prepared as a background document for an OECD/EC high-level expert workshop on “Managing the transition to a circular economy in regions and cities” held on 5 July 2019 at the OECD Headquarters in Paris, France. It sets a basis for reflection and discussion. The background paper should not be reported as representing the official views of the European Commission, the OECD or one of its member countries. The opinions expressed and arguments employed are those of the author(s).
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