Case Study. We make a case for devising a formal mandate of globalized education and its inclusion within a cohesive global public policy framework. Curricula devised for globalized education is inclusive of the criteria we present on this site. It gives special attention to those primary elements associated with the human commonality that include interdependence, species identity, gender justness, and spirituality, among others.
A Case for devising a formal mandate of globalized education and its inclusion within a cohesive global public policy framework
Globalization is more than just about the interconnectedness of people around the world, it’s about species identity and the conscious reality of the oneness of humanity as a pivotal requirement for a growing global cultural; it’s about political and economic interdependency and creating lasting interrelationships based on the ability to relate, communicate, and move within and among diverse human environments. However, globalization is an overused (ill-defined, often misused) term that is more a misnomer than it is an actuate descriptor of, or a process-driven criterion for, those evolutionary features now propelling unfolding circumstances spearheading a developing global community and its attendant ethos.
The world faces global challenges that will take ‘interdisciplinary groups’ with specialized education and understandings to resolve. These global challenges will need resolving through the gathering and sharing of knowledge across disciplines, institutions, national and international entities, and down to the community level to involve the individual and the family. We must involve all in the laborious task of creating meaningful relationships that work. This is the basis for setting up collaborative models and work teams concerned with devising criteria for globalized education that includes response by the aforementioned to discuss best practices inclusive to a formal mandate.
Given the Prallagon perspective, curricula devised for globalized education must be in view of and inclusive to criteria presented in the above introduction. In addition, we give special attention to those primary elements associated with human commonality that include interdependence, species identity, gender justness and spirituality, among others. We focus first on changing humanity’s perception and perspective about itself, not so it’s current socio-economic condition which we believe will later manifest as a state of equilibrium once human purpose is better understood and associated criteria devised and placed into practice.
GLOBAL PUBLIC POLICY
A cohesive globalized public policy takes place at the community level as an organizing principle. It demands leadership and institutional change, both of which require the willingness of public and private actors to cooperate and share responsibility for devising a well-structured and even more well-executed strategy that establishes foundational requirements of a global civil society that’s vital to the legitimacy and accountability of a cohesive globalized public policy. This is a bottom-up approach to human development in a global context and is unrelated to globalization as generally espoused. However, it is inclusive to the Prallagon perspective.
Solutions in context
Solutions in Context. We explicate the practice of leadership, law, and governance as a unified trilateral contextualized within the framework of humanity’s oneness as a species. This core principle, forged as integrated bedrock to spearhead strategic undertakings in globalizing environments, constitute long-term planning. Along with a shared species identity—spiritual infusion, it cements unified and unbridled efforts to provide means for a cohesive public policy, a policy that’s able to guide an emerging global ethos and resolve long-entrenched socio-economic disorders endemic to human affairs. This is the basis for devising a system for globalized education within a public policy framework to guarantee its support and manageability.
Development professionals devise and help institute solutions to resolve controversial sustainability issues. A top-down approach. For example, the UNDP Sustainable Development Goals (SDGs) aims to end poverty and hunger by 2030 and whose tasks fall on the shoulders of local community members. Facilitating novel ideas and techniques to devise systems for globalized education are invaluable and must include stakeholder attitudes and preferences. This is key to galvanize support and mediating conflict while finding solutions with limited resources to manage change. A bottom-up approach. Q-methodology is a research tool to gain insights into the pros and cons of globalized education.
- Selection of Topic and Statements - Appropriate topics for Q methodology studies are issues about which there is a range of opinions. The research question should be formulated as a subjective judgment, not a yes-or-no question. Statements should be drawn from prior knowledge of working with the community and are best if they are stated in the language participants would use.
- Selection of Participants - Q methodology can be applied in groups of various sizes, using census or sampling approaches. For issues relevant to only a small number of stakeholders, it is possible to use a census approach. In situations where the number of stakeholders exceeds 30 or so, a census becomes impractical, and a sampling strategy is needed.
- Study Implementation - Participants are provided with the set of statements and the distribution poster, and then they independently sort the statements according to how they think about the issue. After completing the sort, participants fill out an evaluation describing their thinking about the statements placed at the polar ends of the distribution and, optionally, demographic information.
- Quantitative and Qualitative Analyses - Factor analysis is used for developing groupings of similar sorts based on correlations between sorts. Factor analysis provides idealized sorts representing each factor group. Qualitative interpretation of the ranking of statements by each factor group is used for understanding differences across groups.
Summary And Conclusion
Curricula devised for globalized education is inclusive to criteria presented above. We give special attention to those primary elements associated with the human commonality that include interdependence, species identity, gender justness, and spirituality, among others. Our purpose is to help change humanity’s perception and understanding about itself, and not just focus on current socio-economic conditions which we believe will later manifest into a state of equilibrium once the human purpose is better understood and practiced. The challenges of the century are not that of isolated locales but of the entire planet.
A cohesive globalized public policy takes place at the community level as an organizing principle. It demands leadership and institutional change, both of which require the willingness of public and private actors to cooperate and share responsibility for devising a well-structured and even more well-executed strategy that establishes foundational requirements of a global civil society that’s vital to the legitimacy and accountability of a cohesive globalized public policy. This is a bottom-up approach to human development in a global context. It is dependant upon systems of globalized education placed to correct past wrongs and edify the human condition.
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