VIEWS & OPINION
Educating students who will define and create tomorrow’s jobs
Comment by DR DENIS SIMON,
Comment by DR DENIS SIMON,
Executive Vice Chancellor of Duke Kunshan University
ty
Executive Vice Chancellor of Duke Kunshan University
Educating students whowill define and create tomorrow’s’s jobs
Tak ng language learning to a new evel… Comment by
aking languagei learning to a new llevel… Comment by
Ta
RICHARD TALLARON, director and co-founder of LFEE Europe and PowerLanguage
RICHARD TALLARON,
director and co-founder of LFEE Europe and PowerLanguage
Both LFEE Europe and PowerLanguage have been involved in the implementation of the Scottish Government 1+2 policy from its initial stages in 2012. In Scotland, all pupils are entitled to learn two additional languages - in addition to their mother tongue - during their time in primary school.
New technologies such as artificial intelligence and quantum computing are changing the economic landscape, innovation is developing at an accelerated pace, and globalization continues to lower the hurdles to greater integration and collaboration. Yet, how much have our education models changed in response to these broader developments?
New technologies such as artificial intelligence and quantum computing are changing the economic landscape, innovation is developing at an accelerated pace, and globalization continues to lower the hurdles to greater integration and collaboration. Yet, how much have our education models changed in response to these broader developments?
Faced with an opportunity to make a fundamental statement about the future of higher education, Duke University, in collaboration with Wuhan University and the city of Kunshan in China decided to join forces to form a new education joint venture that promises to alter the higher education landscape in China. Committed to offering an advanced highly interdisciplinary, integrated liberal arts curriculum, Duke Kunshan University (DKU) will launch its new undergraduate degree program in January 2018.
Faced with an opportunity to make a fundamental statement about the future of higher education, Duke University, in collaborat University and the city of Kunshan in China decided to jo
new education joint venture that promises to alter the higher education landscape in China. Committed to offering an advanced highly
interdisciplinary, integrated liberal arts curriculum, Duke Kunshan University (DKU) will launch its new undergraduate degree program in January 2018.
Preparing global citizens Preparing global citizens
The goal is to take the best from East and West in an effort to prepare the next generation of global citizens who are willing and capable of taking on the most pressing national and international challenges of the 21st century. Our aspiration is to educate students who will define and create the new jobs of the future rather than simply taking the jobs that currently exist. To accomplish these goals, we commissioned a dedicated group of 15-16 seasoned faculty members who spent over 2.5 years researching and analysing trends and developments regarding liberal arts education on a worldwide level, including reviewing efforts to bring liberal arts type education into China's higher education system. The effort resulted in the creation of a highly innovative, modular undergraduate curriculum that provides students with multiple pathways for self-discovery and personal development.
The goal is to take the best from East andWest in an effort to prepare the next generation of global citizens who are willing and capable of taking on the most pressing national and international challenges of the 21st century. Our aspiration is to educate students who will define and create the new jobs of the future rather than simply taking the jobs that currently exist. To accomplish these goals, we commissioned a dedicated group of 15-16 seasoned faculty members who spent over 2.5 years rese analysing trends and developments regarding liberal arts
education on a arching and
education into Chin worldwide level, inc
development. “What do you think – and why?” “What do you think – andwhy?”
Classes will be conducted in four 7-week modules -- a response to the compressed learning style of millennials. Students will enter an education environment that is "high touch" in terms of the student-faculty ratio and is driven by a very simple but provocative question: "what do you think and why?"
Classes will be conducted in four 7-week modules -- a response to the compressed learning style of millennials. Students will enter an education environment that is "high touch" in terms of the student-faculty ratio and is driven by a very simple but provocative question: "what do you think and why?"
Students will be able to cultivate and hone their critical thinking skills, while gaining invaluable experience and insight into the world’s two largest economies, allowing for a more global mindset.
Students will be able to cultivate and hone their critical thinking skills, while gaining invaluable experience and insight into the world’s two largest economies, allowing for a more global mindset.
The hallmark features of the new curriculum are reflected in several of the core philosophical underpinnings that drive the student learning experience. At the apex of this core is the concept of "rooted globalism." Simply stated, this is the idea that all students must increase their level of global understanding and awareness, and yet at the same time develop significant appreciation for their national or local cultural roots and history.
The hallmark features of the new curriculum are reflected in several of the core philosophical underpinnings that drive the student learning experience. At the apex of this core is the concept of "rooted globalism." Simply stated, this is the idea that all students must increase their level of global understanding and awareness, and yet at the same time develop significant appreciation for their national or local cultural roots and history.
Graduates for a globalized world Graduates for a globalizedworld
Irrespective of their choice of major, graduates will possess a deep sense of their place in the world and the responsibilities they carry with them for leading a purposeful life. Our objective is to produce graduates who possess the necessary skills and knowledge to live and work effectively and ethically in a highly globalized world.
Irrespective of their choice of major, graduates will possess a deep sense of their place in the world and the responsibilities they carry with them for leading a purposeful life. Our objective is to produce graduates who possess the necessary skills and knowledge to live and work effectively and ethically in a highly globalized world.
October 2017 October 2017
provides students w creation of a highly
luding reviewing efforts to bring liberal arts type a's higher education system. The effort resulted in the innovative, modular undergraduate curriculum that ith multiple pathways for self-discovery and personal
in forces to form a ion withWuhan
It’s so important to make language learning dynamic, fun and “hands on”, and to incorporate practical activities showing how French and Spanish can be woven through literacy and numeracy learning, as well as learning in other sub
learning examples could include a scientific experiment which helps to introduce definite and indefinite articles, nouns, verbs, adjectives and their position in a sentence, whilst learning about density. Another example of an activity linked to He encourage learners to develop creative writi as their language skills.
It’s so important to make language learning dynamic, fun and “hands on”, and to incorporate practical activities showing how French and Spanish can be woven through literacy and numeracy learning, as well as learning in other subject areas. Cross-curricular learning examples could include a scientific experiment which helps to introduce definite and indefinite articles, nouns, verbs, adjectives and their position in a sentence, whilst learning about density. Another example of an activity linked to Health and Wellbeing might encourage learners to develop creative writing skills using ICT, as well as their language skills.
bjject areas. Cross-curricular
ng skills using ICT, as well alth andWellbeing might
To help ensure a progressive language learning experience from Nursery to Secondary school, the team has been supporting schools and families across Scotland (and beyond!) by producing resources and delivering training.
Involving families in their children's language learning, through our French Family Programme, has helped learners to share school learning at home or with their extended family. We provide fun resources for the dual purpose of learning French for adults and children at home and in the wider community.
Involving families in their children's language learning, through our French Family Programme, has helped learners to share school learning at home or with their extended family.We provide fun resources for the dual purpose of learning French for adults and children at home and in the wider community.
The response to this has been extremely positive with more than 1000 families taking part. “Increased attainment, parents as active participants, added value for learners” – these were the big statements used to describe the impact of this French Family learning programme following a pilot project with Fife Council earlier this year. SCILT, the Scottish National Centre for Languages, will publish a case study in January this year. The feedback from all involved – families and teachers – will continue to help us shape the programme in the future.
The response to this has been extremely positive with more than 1000 families taking part. “Increased attainment, parents as active participants, added value for learners” – these were the big statements used to describe the impact of this French Family learning programme following a pilot project with Fife Council earlier this year. SCILT, the Scottish National Centre for Languages, will publish a case study in January this year. The feedback from all involved – families and teachers – will continue to help us shape the programme in the future.
Upskilling teachers is a big component of the success of the 1+2 initiative. In order to support this, we have put in place two key programmes – online and immersion courses abroad. The online courses have been designed to support practitioners in their ongoing professional development. The success of the course lies in the flipped class approach: at the end of each lesson, teachers have to use their learning and the resources provided with their own class.
Upskilling teachers is a big component of the success of the 1+2 initiative. In order to support this, we have put in place two key programmes – online and immersion courses abroad.
The online courses have been designed to support practitioners in their ongoing professional development. The success of the course lies in the flipped class approach: at the end of each lesson, teachers have to use their learning and the resources provided with their own class.
In addition to the online training, teachers can attend an immersion course in France or Spain under the Erasmus+ programme. This summer alone, 143 teachers across both primary and secondary sectors participated in immersion courses run by LFEE Europe in Malaga, Salignac and Lyon.
In addition to the online training, teachers can attend an immersion course in France or Spain under the Erasmus+ programme. This summer alone, 143 teachers across both primary and secondary sectors participated in immersion courses run by LFEE Europe inMalaga, Salignac and Lyon.
We believe that by taking part in these language courses, teachers and families can exemplify the model of lifelong learning and send a strong message to the children in their care.
and fa We
believe that by taking part in these language courses, teachers milies can exemplify the model of lifelong learning and send a strong message to the children in their care.
Learning in context, integrating language learning across the curriculum and making sure it is not an ‘add-on’, have all contributed to the success of the 1+2 policy across Scotland. It ensures that language learning can be delivered in a contextualised and meaningful way, within the school context and now working in partnership with families.
Learning in context, integrating language learning across the curriculum and making sure it is not an ‘add-on’, have all contributed to the success of the 1+2 policy across Scotland. It ensures that language learning can be delivered in a contextualised and meaningful way, within the school context and now working in partnership with families.
wwweducation-today.co.uk 91
www.education-today.co.uk 19
To help ensure a progressive language learning experience from Nursery to Secondary school, the team has been supporting schools and families across Scotland (and beyond!) by producing resources and delivering training.
Both LFEE Europe and PowerLanguage have been involved in the implementation of the Scottish Government 1+2 policy from its initial stages in 2012. In Scotland, all pupils are entitled to learn two additional languages - in addition to their mother tongue - during their time in primary school.
VIEWS & OPINION
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44
