Global education
Global education is a phenomenon which deals with matters related to the continued existence of life for human beings in the world. Global education workshops help a researcher analyze education situations, identify global education problems, and define potential remedies in the required manner. This paper is a continuation of previous work on global education workshops expressed earlier.
Global education is a discipline that requires a critical analysis of the appropriate resources and benefits to the community. From previous research, we looked at the workshop’s requirements, and we ought to finalize all requirements for the smooth running of the project. Since we discuss in the workshop, any event manager for the workshop must consider the scope of the project and how complex it is to the audience. The targeted audience here includes all community stakeholders, and we have to balance their levels of understanding, capabilities, and exposure. Our project’s scope will be determined by specific goals of the workshop of which we know is to incorporate global classrooms and knowledge across the world. The workshop’s initiative is basically to foster global matters for community reach, so we have to be tactical about the resources needed, time set, and evaluation measures. The workshop’s cost is figured out in terms of the finances and creation of time from busy schedules. The far we can manage to sponsor the workshop should be determined by the availability of monetary things or equivalent. Sponsors can be the private firms or governmental agencies who can commit to catering for amenities required during the workshop. Important and pivotal tools required in this case could include audio-visual equipment, sitting area, arrangement, stationary, break teas, coordinator allowances, media coverage cost, and other important issues. Another required factor in the technique of the workshop will be the presence of stakeholders and geographic dispersion. Community members, school proprietors, and other global education tutors should be present for the workshop to grow its relevance. As a subject matter expert, I am responsible for creating teamwork with other educators capable of understanding global education to assist one another during the workshop. Lectures, activists, bloggers, political analysts, celebrity managers, publishers, and other key global education experts will be welcome to participate in this noble event. According to the arrangements, the experts can be motivated by little allowances and event certificate to boost their CVs. The venue could be a central point where there is the convenience of reaching, and access to social requirements is easy. It could open social halls, auditoriums in town, field tents, and any other platform where people can hold a meeting for at least a day because our workshop is designed to take eight hours (Ito, Kasim, Izamshah, Teoh & Nasir, 2015).
Our workshop will be conducted in several ways. I will talk about 3 phases of how we conduct this workshop to be effective. The phases include planning, preparation, and implementation (actually doing the workshop). Global education is a new topic to many; therefore, we need to conduct it systematically to ensure it is adopted in the community (“Chapter 12. Providing Training and Technical Assistance | Section 4. Conducting a Workshop | Main Section | Community Tool Box,”, 2016). People must learn the new topic with their expectations covered. Expectations for community leaders will be an important bit of adopting global education. Another reason we need spectacular conduct of the workshop is to develop the topic more. We need global education to be perceived as a professional field that can employ youth and many other people worldwide.
Planning is ultimately figuring out the things to do to guide the audience through experience and what I hope the participants will learn from the global adoption of education. In planning, my partners and I must consider the topic (in this case, global education). No matter the level of the participation the workshop will attain, we need to have a command in the thing we are presenting. The audience expects us to be fully baked in global education topics; hence, we have to plan about possible questions and the effective way to engage the audience for them to fully understand the issue of global education. Before we even set the workshop on a material day, we need to do home-based work to ensure no stone will be left turned. Even if one is not competent enough about global education, at least they should ensure that any possible outcome during the workshop is dealt with reasonably. Global education must be a topic planned good enough to fit the community way of life, for example, their career, livelihood, and positions.
Planning entails considering the audience too. In this case, the participants will be community leaders like area chiefs, their assistants, village elders, business merchants, pastors, doctors, and representatives. Others will be school leaders like headteachers, their deputies, and departmental heads. The audience also includes global education tutors who will be present to develop their professionalism in the field. All these people have different levels of understanding of the topic, and we have to be very linear with their competencies and capabilities. Understanding the audience’s needs will push us to know what to do with the topic and how to do it. Possible questions like what they already know, whether or not the material is out of their field, and their different fields. We can develop other possible hypotheses towards our audience like their knowledge with one another, their attitude towards global education, among other variables.
Workshop size is also part of planning. If the group’s ideal size is about eight to twelve, we can plan a global classroom lecture that involves individual participation. If the participants are in large groups, we will be forced to split the workshop for many activities. The workshop will be better off if the target audience is small in number. A small group is effective because participants will be able to ask questions and get answered easily. The administration of the group will also be easy for the tutor to circumnavigate information about global education.
Time available in planning for our workshop is also essential. The day is scheduled to offer eight hours for the workshop. The goals for global education must fit and match the specified time of the quarter of a day. It means not only planning out our presentation to fit the appropriate time but also matching the amount of material is important to cover the time available. Generally, the rule about time has it that we should try to block the time out for each segment of the workshop in advance. Lengthy workshops can address ideas and concepts about global education in depth. Skills can be taught too. Activities can be varied; the material’s seriousness could be varied and breaks planned and carefully reflect the much you can present from the material. Other important factors to consider in planning are the workshop’s purpose, the presentation, and many others.
Additionally, the direct involvement of participants is key. It could be through discussions or interactions with one another during the event. The theme of the workshop should be consistently presented to mirror the topic to the biggest extent possible. Global education should be an experimental subject when conducting in the event (Becker, 2016).
The second phase, while conducting a global education workshop, is preparation. Preparation involves logistical matters, ensuring that actual stuff and time is available to make the workshop a success. Putting together the materials used and getting necessary information is vital to implementing a global education workshop. To begin, find more details about the space used during the presentation of global knowledge classrooms. If the organizers own space, it is advantageous because the best room or space is known for that case is chosen wisely. If space is rented, it means as the organizers, we have to request a particular space and identify what we want and how we want it. Our own choice and description will define the arrangement of chairs, furniture, and other necessary tools. We need to explain how people will use the space and space it appropriately to cater to movements around. Everything needed during the workshop is brought to the table. We cannot assume anything will by necessitated unless we invest time in that. For example, stationary is important if the audience needs to take notes about global matters and if any question must be put down on paper. Handouts expected to be given should be printed to appear at least two copies to avoid deficit and shortages. For recording purposes, we need things like markers, newsprint, and whiteboards. These will allow a good time to illustrate global education figures and other art. If traveling is a requirement in case, the program will be somewhere out of the organizer’s place. In our case, we need to arrange everything in the car as our workshop will be carried out in a social hall far from the town center. We need to make our materials as interesting and attractive as possible. It enables the audience to return to them for references when one is contemplating the idea. Colors are used when drawing, for example, a case where the global distribution of rainfall is presented in a bar graph or global changes due to technology are put in a chart for different countries across all the continents. To balance everyone in the hall, we need to use easy-to-read charts labeled in large fonts. Retired people with seeing defects would probably need them, just to mention but a few. Actual stuff that can be taken home, such as ribbons, model miniature breasts if the audience needs to do self-examination later. Over preparation involves reaching the destination some hours before the start of the workshop.
Evaluation forms are important in preparation for people to fill up at the end of the workshop. It could be the notes about how the community thinks global education could be adopted in distinctive places. Areas, where the community wants to get clarification, are still part of the evaluation form’s preparation measures. Closed questionnaires could be used to explore the essence of the workshop. We should also prepare forms where the audience can suggest how well the event kept their interest. Finally, enough rest is essential before the material day. Resting can be in the form of sleep at night. It will be necessary to avoid rushing and frazzling. Alternatively, because the workshop is far away, we can decide to stay somewhere near the place.
Finally, in conducting global education, one needs to implement. Implementation involves pulling everything off. Implementing has to come with sub-phases like an introduction. The topic is set to clear and understood by the audience. You can set the tone for events like playing background music as an ambiance and décor. Greetings and initial socializing are part of the introduction.
The substance of the workshop is what follows the introductory part. It involves explaining global education importance, how it can be adopted, possible outcomes, challenges, relevance, and many other things. In the global education workshop, technology will be a driving part of the topic’s development because it is an interconnection of different disciplines across the world. While expressing global education matters, we need to set a few examples that will reinforce audience understanding and imagery. Use all possible philosophies and materials by other authors to cover global matters in depth.
The closure must mark the final stage of our global education workshop. It will involve summing and reviewing agendas, revisiting expectations, allowing the audience to give a vote of thanks, asking for feedback, and then collecting evaluation forms.
To establish our workshop’s effectiveness via the evaluation method, we first need to ask the audience about their confidence in global education. It will enable us to gauge the participant’s level of understanding about the topic and whether or not the global education knowledge has changed their view about adapting it. We can realize the workshop’s effectiveness by noting any increase or decrease of confidence of the participants towards global education. If the audience is very confident about the file, we can know that the workshop has been of great benefit to them and vice versa (Alltmart, Bruckner & college, 2016). The way someone can explain global education, interpret terms related, and capture changes related to the adoption skills for global education.
Similarly, we can ask about specific skills. We will craft questions that are leaned to measure objectives for the global knowledge to the audience. For example, you can ask people about their take on different levels of global education skills. It can be done using scales such as strongly agree, agree, undefined, disagree, and strongly disagree. Skills that could be weighed include understanding the purpose of global education, description of global evolution, application of techniques to global education works, and plans on how to introduce other key factors regarding global education. Measuring the specific skills tells the effectiveness by grading the performance and abilities towards the topic. Another evaluation method that can work very well is gathering feedback before, during, and after the workshop. Before the workshop, collect demographics for audiences such as career level and their learning expectations. It will enable us to know the exact discussion areas and subjects. During the event, collect feedback about problems occurring and deal with them instantly to give the correct information before the event ends. At the end of the workshop, ask the audience to recommend about future of global education and write to their future selves. In this case, it will be easy to capture the positive and negative impact of the workshop. Other measures to evaluate the global education workshop’s effectiveness are by harnessing gamification to check participant’s skills, measuring those who did not attend, which is known as beyond the room analysis.
From the above measures, we can determine global education’s future because most of the responses came in a positive note and remarkably polite manner. We can surely establish global classrooms because of the familiar knowledge of global education people had when it came to the workshop. People were cooperative in knowing global education. The future of adopting global education is guaranteed in the community, school environment, and society
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As discussed in the workshop, the current and relevant policy issues in global education were; focus on social justice in fostering the knowledge. Today’s vast diversity in many groups has been a challenge because of the background culture of education among many ethnic tribes. The multiculturalism hinders a lot of methodologies used in the concept and framework of global education. This policy makes global education curriculum to be less implemented in terms of delivery and content. However, we agreed from the workshop to empower teachers and tutors of global education knowledge and create seminars and conferences to advocate for the adoption of global education (Perry, 2017).
Another current issue in global education is the cost of education, which prohibits students based on continental placement. For example, free education in schools has been adopted, but at the same time, it has raised tax dollar payment. Because education is seen as a social and basic human right, provision is tough, becoming a social justice issue.
Lastly, technology is an issue in global education. Policies behind the technology have been boosted by adopting independent companies whose main aim is to provide complete global education remedies by partnering with other firms to obtain global education development. For example, we have a website like Global Education Technology. The policy of the company is to focus on the strategies which do empower global education entities. The other policy issue supports the leadership and transformation of global education strategies based on analysis, designing, and implementation and planning. The policy builds a sustaining theme for all students across the world, making standards for improving global education.
References
Alltmart, E., Bruckner, M., & collete, A. (2016). Planning Your Workshop Evaluation. Retrieved 29 August 2020 from https://serc.carleton.edu/NAGTWorkshops/leadership/planning_evaluation.html
Becker, E. (2016). Resources for Running Workshops. Retrieved 29 August 2020, from https://software-carpentry.org/blog/2016/08/workshop-resources.html
Chapter 12. Providing Training and Technical Assistance | Section 4. Conducting a Workshop | Main Section | Community Tool Box. (2016). Retrieved 29 August 2020, from https://ctb.ku.edu/en/table-of-contents/structure/training-and-technical-assistance/workshops/main
Ito, T., Kasim, M., Izamshah, R., Teoh, Y., & Nasir, N. (2015). 1303 Implementation of TMAC Workshop for Global Design Education. The Proceedings Of Design & Systems Conference, 2015.25(0), _1303-1_-_1303-6_. doi: 10.1299/jsmedsd.2015.25._1303-1_
Perry, B. (2017). Global education, Current issues today. Retrieved 29 August 2020, from https://infonomics-society.org/wp-content/uploads/ijcdse/published-papers/volume-8-2017/Global-Education-Current-Issues-Today.pdf