Implementation of Global FamilyThis Creative Writing Implementation of Global Family and other 62,000+ term papers, college essay examples and free essays are available now on ReviewEssays.com
Autor: saivekat • March 18, 2017 • Creative Writing • 747 Words (3 Pages) • 12 Views
Implementation of Global Family
Venkat Sai Kanchu Katla
Fairleigh Dickinson University
In today’s world, global literacy includes both knowledge and global skills, which plays a crucial role in globalization and should be supported by the government and non-government institutions. However, globalization has its impact on Business and it helps in achieving Economic Enhancement, Develop Trade Opportunities, and many natural advantages with the guidance of their globally-literate employees.
Nair I., Norman, Marie., Richard Tucker, G., & Burkert, Amy. (2012). The Challenge of
Global Literacy: An Ideal Opportunity for Liberal Professional Education. Pages 1-8.
The authors explained about the importance of Global Literacy and the problems
to implement in the real world. Later authors researched from the Carnegie
Mellon University were illustrated in detail, about how they had articulated a mission
for global evaluation by embedding global content in the subject areas and about the
global working groups and their tasks to accomplish the vision of globally
educating students. Finally, global literacy outcomes were defined by interviewing
the instructors and organized the results into three components such as intellectual
skills and Knowledge, social/Culture Competencies, and Ethical Dispositions.
United Nations Educational, Scientific and Cultural Organization. (2004). The Plurality of
Literacy and its Implications for Policies and Programmes.
UNESO (United Nations Educational, Scientific and Cultural Organization)
suggests the following activities for supporting the civil society participation
in literacy work: Facilitating public debate on the views and practices of
civil society related literacy as well as extending such debates in civil society
movements; documenting the experiences of civil society with literacy work,
ranging from involvement in policy dialogue to conductive events with local
communities and for people without access to literacy; evaluating access to and
sharing of data among individuals from common society at all levels doing with
education, particularly by bridging ICTS; and supporting sub-national or
networks of non-governmental and civil society organizations working in
the field of literacy.
Benahnia, Abdellah. (2015). Transnational Education in Morocco: Current and Future
The author explained about the Transnational education in Morocco
(The Western Kingdom). Morocco educational system mainly uses French
education system which is the combination of both Arabic and French
as a medium of instruction. To establish strong educational system