Difficulties implementing a Global Ed K12 Curriculum
Difficulties implementing a Global Ed K12 Curriculum

While in theory global education envisions students with compassion for the cultures and hardships of others – along with the skills and knowledge to find creative solutions to global problems – the realities and limitations that educators experience within the classroom are genuine and often impede the goals of global education.

Within the Unites States, progress toward the implementation of global education curriculums is uneven at best.  Schools face significant challenges as they struggle to prepare students for state-mandated tests that may be tied to government funding.

Signed into law in 2002, No Child Left Behind (NCLB) has had major implications for education in the United States.  The bill effectively expanded the role of the federal government within education as it mandated state testing and yearly progress targets. 

While NCLB has set benchmarks and required accountability from schools and teachers for performance, educators and other critics argue that students are being taught to pass state exams rather than genuinely learn the subject matter.  The immediate reality of needing to cover state curriculum trumps the more loosely defined goals of global education and citizenship. 

However, NCLB has provided for some innovation within education, namely within the Charter School Movement.

(More detail on NCLB follows later in the United States educational policy section of this Issue in Depth.)

 

NextThe Charter School Movement