Educacion global

THE COUNCIL OF CHIEF STATE SCHOOL OFFICERS
The Council of Chief State School Officers (CCSSO) is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, andtechnical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public.

COUNCIL OF CHIEF STATE SCHOOL OFFICERS
Valerie A. Woodruff (Delaware), President Elizabeth Burmaster (Wisconsin), President-Elect David P. Driscoll (Massachusetts), PastPresident

© 2006 by the Council of Chief State School Officers

Policy Statement
Our children must be well prepared for what they will encounter in the world and for what kind of global society they will inhabit and create.
November 2006

Education

Global

EXECUTIVE SUMMARY
In 1985 the Council of Chief State School Officers (CCSSO) issued a policy statement on international dimensionsin education. Many, if not most, of the priorities identified in that statement continue to have relevance today. However, over the course of two decades the context and traditional drivers of change have been significantly altered. More than ever before, students from around the globe are learning to adapt to change and to capitalize on expanding opportunities to become multilingual and learn touse mathematics, science, and technological skills in ways that meet or exceed the levels of current American students. We must take a constructive, positive, and innovative approach to prepare our children in a similar fashion, increasing the rigor of our academic standards, and thereby ensuring that all students are prepared to succeed in the global society. This updated statement identifies fivemajor challenges we face in the 21st century both individually in our state education agencies and collectively as a national organization of education leaders. Highlighted below are some strategies recommended to address these challenges.

world’s rapidly expanding knowledge economy and incorporate those skills into the curriculum.

Challenge 2:
Our current standards and curricula do notadequately emphasize the necessity of mastering world languages, geography, and culture. Strategies addressing this challenge advise reviewing state standards to incorporate world orientation into curricula. In particular, content standards and assessments should be revised to make world languages an essential part of the curriculum for grades 3–12. Increased instruction in languages, geography, andculture will have implications for certification, training, and professional development.

Challenge 3:
Our schools are not currently designed and equipped to meet the reality of the demographic, economic, technological, and political trends of our rapidly changing world. This set of recommendations places secondary school reform front and center and suggests, among other things, expandinggraduation requirements in mathematics, science, foreign language, and technological skills.

Challenge 4:
Our teachers are not sufficiently supported and trained in 21st century skills and global content. These strategies emphasize the importance of teacher training in world languages, including requiring pre-service teachers to be not only fluent but trained in the teaching of a world language.Challenge 1:
Our graduates are not well equipped
Global Education

with the skills necessary for success in today’s global society. Recommendations ask policymakers and others to work together to identify the necessary skills needed for success in the

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Challenge 5:
Our education system does not readily explore best practices from our global education counterparts nor fully...