Global education
Global education is a mental development program that seeks to improve global human development based on the understanding of global dynamics, through the various sectors of human development delivery. In formal education, as a mode of human development delivery, it is integrated into formal educational programs, as an advanced program where global dimensions to local problems are appreciated through interconnectivity. Its first phase began as an undertaking to restructure education and society in the 1960s and 1970s, through the initiatives of educationalists, NGOs and intergovernmental organizations. The program evolves with the internet, and is in its virtual interconnectivity  phase, through social media and other global public spheres. This global approach to mental development, seeks to fix the failing curriculum-based global education program that is: stuck in limited subject knowledge, based on theories that have failed the world (ref. Climate change);hinged on memorization without visual exposure to knowledge development resources and global culture, limited by access to human development resources. Instead, the program seeks to improve the global mental resources pool through the appreciation of global dynamics and local perspectives on issues. This is through alternative motivations for global human development, and alternative global futures hinged on interconnectivity . Other definitions. In Australia, it is perceived to enable young people to participate in shaping a better, shared future for the world. It emphasizes the unity and interdependence of human society, developing a sense of self and appreciation of cultural diversity, affirmation of social justice and human rights, as well as building peace and actions for a sustainable future at different times and places. This approach is also believed to promote positive values and prods students to take responsibility for their actions and see themselves as global citizens who can contribute to a more peaceful, just and sustainable world. United  Kingdom: Network of Young Europeans: Tokyo Global Engineering Corporation: In the United States. The National Education Association (NEA) recognizes Global Education to be a goal that educators strive to succeed in the classroom. The American association supports study abroad trips and teaching overseas for teachers to get a first-hand experience of different cultures. (THINK Global School), a not-for-profit high school based in New York City, provides students with a global education through travel, with enrolled students living and learning in four different countries each year, twelve countries total. The curriculum is designed around place- and project-based  learning, allowing students to self-guide their global experiences. Universities in the United States are also expanding their study abroad programs to enhance greater interconnectedness and global economic interdependence. The Institute of International Education (IIE) is researching effective ways that higher education in the United States can grow and create quality study abroad programs within the curriculum. Many K-12 schools within the United States have adapted a Global Education Framework that was created for statewide implementation. Within this framework consist of six essential steps for a successful global education curriculum within each school: Worldwide global education programs. Universities in the  United States have recently been expanding on the degree programs relating to global education. Many universities offer Bachelor Degree programs and certifications in Global Education, M.S. degrees in Global and International Education, M.A. degrees in International Education, and doctorate degrees in International Education. Not only does the United States have programs for Global Education but so do other countries such as Canada, India, Mexico and European countries. For example, the Finnish Ministry of Education (Finland), in Europe directly put Global Education into their curriculum. They also made Global Education mandatory, meaning you need this in order to improve students critical  thinking abilities, their ability to understand the global economy and its complex structure in terms of social and cultural differences. Careers. People with a degree in International Education design, implement, manage, and evaluate multiple education programs within public and private primary and secondary schools, public and private higher education programs, national corporations, and cultural agencies. People in the job field can work at agencies across the world, within elite universities, and a variety of global education organizations. Children's literature. Evidence based practices have shown that literature can help children learn about global issues. By exploring diversity in text, connecting  the literature to service learning and activism, promote critical thinking about themselves in the global community, and develop their global awareness with literacy elements. Literature introduced in the classroom can teach multiple skills that prepare for further learning within the global community. Technology. Technology is a key provider in learning about globalization and participating in the global community. Technology can be used in the classroom to communicate around the world, establish global relationships, learn more about global current events, and developing global research. The advancements of technology will have a positive impact of global education in primary schools and higher  education schools. Service learning. Service learning or local volunteer service work are included in conceptualized global citizenship programs. This approach is criticized because global relations are dramatically split into rich and poor, or oppressor and oppressed, respectively. Experiences of oppression are more complex than experiences of oppressing. Global citizenship education includes connecting nearby and worldwide issues and points of view and may incorporate such themes as human rights, social equity, and citizenship instruction, economic improvement, and globalization. Service learning can carry the possibility to recreate social disparities and advance, instead of dissipate, stereotypes.