Globalizing Learning:Implications for Curriculum Design

and University Governance

Ka Ho MokAssociate Vice President & Dean

The Hong Kong Institute of Education

Changjiang Chair Professor

Zhejiang University China

Introduction Globalization and the evolution of the knowledge-

based economy have caused dramatic changes in the character and functions of education in most countries

Previous discussion sessions have highlighted: * Importance of interdisciplinary research, learning

and teaching * Transdisciplinary focus for curriculum * Preparing students to operate in multi-cultural

environments * Connecting students to globalizing knowledge

networks of academic research

One of the provoked debates of curriculum change under globalization is about multiculturalism and internationalization

For example, according to McFadden et al., such a curriculum change should include:

(1) The promotion of equity and of social justice;(2) The improvement of intergroup relations and the promotion of

intercultural competences;(3) The reduction of prejudice, stereotyping, and discrimination;(4) The acquisition and the imparting of knowledge of human

diversity and commonality;(5) The acquisition of knowledge for cultural consciousness

regarding one’s own and other cultures;(6) The development of skill in the critical understanding of the

processes of knowledge construction

Another globalization drive is to prepare students to be more competitive in the global marketplace

Along with the multiculturalism, students should also be able to handle and cope with a multicultural working environment and to cooperate with people from different backgrounds

HEIs are therefore expected to provide training for their students with transnational skills or competences such as the mastery of an international language (i.e., English), the mastery of information and communications technology, and the abilities of problem solving, creative and critical thinking (UNESCO, 2000)

In order to equip students with the above skills simultaneously, it is not surprising to see work-based learning curriculum has become more popular

Rethinking Ideal Graduates

Beyond academic excellence International awareness Comparative perspectives Multi-cultural sensitivity Effective communication skills Strong interpersonal and social skills Operating in ill-defined problem areas Ability to work in teams Independent in research Critical in analysis

Implications for Globalizing Learning:

Value and Culture Matters Multi-culturalism Multi channels for travelling Cosmopolitanism vs preservation of

localism Globalism vs regionalism and sub-

regionalisms Seeing things from multiple lens

Be aware of over-homogenization and reduction to dominating hegemonic perspectives

Implications: Making students aware cultural complexity, accepting differences and appreciating diversity

Curriculum Design Innovative disruption of the disciplinary borders Expanding global spaces to enhance students’

creativity Building the link of global knowledge and local

relevance Examining critically how universal values relate

to local contexts Sensitivity to traditions, values and world

religions

Systems in Supporting Global Learning

Accepting and accommodating to diversified academic structures

Developing common framework for accrediting degrees

Enabling credit transfer Redefining disciplinary boundary Offering flexible and innovative modes of

collaborations Supporting Infrastructures eg hostels, prayer rooms

and academic administration

People’s Readiness

Are we ready? Staff readiness Student readiness Community responses Social and cultural integration matters

Macro Policy Issues

Enclosures and barriers Immigration policy Education funding policy Policy for student mobility Policies dealing with overseas students, etc

Role of University in Global Learning

Preparing future leaders with global vision and cross-cultural sensitivity

Nurturing them to Care globally, act locally, respond appropriately to regional and global issues

Global citizenship: critical in thinking and prepared to take appropriate actions in promoting social progress and human wellbeing rather than purely being economic animals

Globalizing Learning for?

We must be sensitive about the cultural and social differences embedded in different education systems

A proper contextualization is needed during the processes of policy learning

Awareness of cultural colonization Emphasis on Global but rediscover the Local Have to reflect upon: globalizing learning for

what? For whose interests? And so what?