Swiss Education: Challenges and Advice

Even the best education systems have their challenges, but they recognize them and are constantly pursuing new solutions.


Swiss Education: No Dead Ends for Students

The Swiss CTE system has no dead ends for students and has the full support of industry.


Encouraging Respectful Conversation on Religious Diversity

Given the increasing diversity in our classrooms and communities, how do we teach students to respectfully engage with peers of differing religious belief systems?


Time to Add Language Learning to Teacher Preparation

Preparing globally competent teachers should include learning another language and here is why.


Toronto: Developing Equity Through Global Competence

Toronto District School Board has made the integration of global competence a priority in their system.


Asia Shifts From Rote Learning to 21st Century Skills

Contrary to the widely held view that Asian education systems heavily emphasize traditional rote learning, this new research paints a picture of commitment among Asian countries and economies to make 21st century skills a significant component of their education systems moving forward.


Connecting Children to World Issues Through Wellness

From food insecurity to the environment and sport, a multitude of resources and organizations exist to support the effort to help young people think locally and globally.


Reauthorization of ESEA: Where in the World Are Languages?

Reauthorization of the Elementary and Secondary Education Act is leaving behind world languages. Learn why this should not be the case and how you can get involved.


Governors Missing the Link Between Global Competitiveness and Global Competence

How global education can help governors meet their education goals while remaining globally competitive.


CTE and Global Education: The Perfect Marriage

Global competence is a natural fit in CTE programs. Learn why and read about examples from Ohio.


The opinions expressed in Global Learning are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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