Tag Archives: global

“Global Citizenship” and its Importance

For the few Ontario private schools that are certified International Baccalaureate World schools, one of their key identifying attributes is promoting and instilling the concept of “global citizenship” in their students for the benefit of the world and millennials themselves. But what exactly does it mean to be a global citizen and why has it become such an important part of the International Baccalaureate (IB)? I have often mentioned this concept, but today I am dedicating this post to its definition.

Fostering global citizenship is the third priority of the UN Secretary General’s Global Education First Initiative (GEFI). Their bona fide treatise on global citizenship has been reproduced in part here for your convenience:

“The world faces global challenges, which require global solutions. These interconnected global challenges call for far-reaching changes in how we think and act for the dignity of fellow human beings.

It is not enough for education to produce individuals who can read, write and count.

Education must be transformative and bring shared values to life. It must cultivate an active care for the world and for those with whom we share it. Education must also be relevant in answering the big questions of the day.

Education must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies. It must give people the understanding, skills and values they need to cooperate in resolving the interconnected challenges of the 21st century.”

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New Skills for a New World

Private schools excel at providing the tools that allow students to cultivate twenty-first skills necessary for future success in the changing global job market. Please take a look at the two info graphics below. With our multidisciplinary approach as well as our inquiry– and content– based learning models, students at St. Jude’s Academy are provided with an advanced education imparting the most sought-after career skills, which are listed in Table 1. From complex problem solving to cognitive flexibility, our students graduate prepared for the Digital Age’s New World with a toolbox of skills that the traditional learning curriculum employed within Ontario’s public school system often does not provide. 

To cite the World Economic Forum (WEF): “work today is increasingly collaborative and focused on solving complex problems in creative ways. Work is also more trans-disciplinary than before: just look at how Google hired psychologists to help coders design fonts, and anthropologists to better understand how their users think and behave”. With an ever-changing job market and  an increased value placed on  creativity, students will capitalize from the innumerable benefits of a private school that helps them to be flexible, ingenious, and that also understands the challenges of the twenty-first century.  These highly desirable skills listed by the WEF are not so easily acquired: they demand rich, human interactions and regular practice. To become complex thinkers, manage relationships, and be emotionally intelligent, students need an institution to provide them with a teaching philosophy (like the whole child approach and SEL) committed to augmenting their education experience.

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