Education is not morally neutral: it is concerned with the transmission of values as well as knowled

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• Education is not morally neutral it is concerned
  with the transmission of values as well as
  knowledge and skills
• There exists a universal set of accepted values
  (we reject cultural relativism) which apply to
  all schools around the world
• Education has more to do than just getting on
  in an economic sense
• However, it must teach skills for employability
  in the widest sense
• Its outcomes are not always measurable in the
  short term
• Education is concerned with process as well as
  product
• Education challenges, and does not just accept,
  the status quo.

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• The jobs are going to go where the best educated
  workforce is with the most competitive
  infrastructure and environment for creativity and
  supportive government.
• (Thomas Friedman, The World is Flat)

If an unfriendly foreign power had attempted to
impose on America the mediocre educational
performance that exists today, we might well have
viewed it as an act of war (Nation at Risk 1983)
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• In the 1920seminent men protested to the League
  of Nations that education was so intimately
  connected to the unique peculiarities of each
  nation-state that the idea of international
  action in this field was untenableAlthough we
  have come a long way since then, it remains true
  that the political definition of a nation-state
  largely determines the limits of an education
  system.
• Leo Fernig-Director IBE

Education has always been the peaceful weapon in
the nation-states struggle to create and
maintain its own identity. It has been used
differently by different nations during different
periods of their history, depending on the need
for national heroes and myths, an articulate
electorate, a patriotic army of conscripts, an
administrative elite, a contented group of tax
payers or (most recently) a competitive economic
workforceGovernments still view education as the
essential vehicle of economic and social
development, one of the few remaining instruments
of national policy.
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• International. Educational. May these two words
  be written in fiery letters on the dark sky of
  this summer night, so as to shine for everyone
  who will attend the sessions of this congress.
• (Prince Serge Wolkonsky welcoming delegates
• to Chicago, 1893)

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• I strongly believe that the world of democracy,
  economic prosperity and economic stability
  throughout the world is linked to the advance of
  education. This is one of the strongest reasons
  why the United States should have an active and
  strong international education agenda. Education
  and democracy go hand in hand. (Richard Riley,
  2000)

No longer can we afford to focus only on the
domestic. Our view must turn more outward
towards the world, nurturing relationships with
other countries and improving international
studies in our schools. I am directing that we
do a better job of exposing our students in this
country to other languages, cultures and
challenges outside our borders. (Rod Paige 2002)
Encouraging all Australian students to study
abroad, to study internationally relevant
curriculum and to learn other languages, so as to
engage in a dynamic global workforce. (Brendan
Nelson 2005)
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• The tolerance that comes of near acquaintance
  with different ways of thought.
• (Charles Dickens 1864)

When races come together, as in the present age,
it should not be merely the gathering of a crowd
there must be a bond of relation or they will
collide with each other (Rabindranath Tagore
1921)
The activity of the school in all fields and
especially in the field of pedagogy shall be
based on the principles of equality and
solidarity among all peoples and of the equal
value of all human beings without the distinction
of nationality, race, sex, language or
religion. (International School of Geneva 1924)
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• Since wars begin in the minds of men, it is in
  the minds of men that the defences of peace must
  be constructed.
• (Archibald Macleish 1946)

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• UNESCO 1974
• an international dimension and a global
  perspective in education at all levels and in all
  its forms
• understanding and respect for all peoples, their
  cultures, civilizations, values and ways of life,
  including domestic ethnic cultures and cultures
  of other nations
• awareness of the increasing global
  interdependence between peoples and nations
• abilities to communicate with others
• awareness not only of the rights but also of the
  duties incumbent upon all individuals, social
  groups and nations towards each other
• understanding of the necessity for international
  solidarity and cooperation readiness on the part
  of the individual to participate in solving the
  problems of his community, his country and the
  world at large.

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The International Baccalaureate Organization aims
to develop inquiring, knowledgeable and caring
young people who help to create a better and more
peaceful world through intercultural
understanding and respect. To this end the IBO
works with schools, governments and international
organizations to develop challenging programmes
of international education and rigorous
assessment.
These programmes encourage students across the
world to become active, compassionate and
lifelong learners who understand that other
people, with their differences, can also be
right. IBO Mission Statement
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IB learner profileIB programmes aim to develop
internationally minded people who are striving to
become
Inquirers Their natural curiosity is nurtured.
They acquire the skills necessary to conduct
constructive inquiry and research, and become
independent active learners. They actively
enjoy learning and this love of learning will be
sustained throughout their lives. Knowledgeable Th
ey explore concepts, ideas and issues which have
global relevance and importance. In so doing,
they acquire, and are able to make use of, a
significant body of knowledge across a range of
disciplines. Critical thinkers They exercise
inititative in applying thinking skills
critically and creatively to approach complex
problems and make reasoned decisions. Communicator
s They understand and express ideas and
information confidently and creatively in more
than one language and in a variety of modes of
communication. Risk-takers They approach
unfamiliar situations with confidence and
forethought, and have the independence of spirit
to explore new roles, ideas and strategies.
They are courageous and articulate in defending
those things in which they believe.
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Principled They have a sound grasp of the
principles of moral reasoning. They have
integrity, honesty, a sense of fairness and
justice and respect for the dignity of the
individual. Caring They show empathy, compassion
and respect towards the needs and feelings of
others. They have a personal commitment to
action and service to make a positive
difference to the environment and to the lives of
others. Open-minded Through an understanding and
appreciation of their own culture, they are open
to the perspectives, values and traditions of
other individuals and cultures and are
accustomed to seeking and considering a range of
points of view. Well-balanced They understand
the importance of physical and mental balance and
personal well-being for themselves and others.
They demonstrate perseverance and
self-discipline. Reflective They give thoughtful
consideration to their own learning and personal
development. They are able to analyse their
strengths and weaknesses in a constructive
manner.
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• Nation At Risk sparked a search among public
  school administrators and district
  superintendents for structure, rigour and
  accountability, and that brought many American
  public schools to the IB.

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• The IB Diploma Programme has allowed many of our
  students to shine in ways that they would not in
  a more traditional advanced studies programme.
• That their own (African-American) history and
  interests are validated in an academic programme
  has been essential to their success.
• the programme is known for its focus on meeting
  the needs of a diverse student population while
  also concentrating on developing good
  scholarship.
• Our students, who are primarily African-American,
  have attained goals that they once thought were
  impossible for them In addition, our students
  pride in their school has dramatically increased
  and they have gained a greater awareness and
  acceptance of cultural diversity both within and
  beyond the school curriculum.
• I continually feel very proud to be a member of
  an international group beyond my school.
• (IB World, May 2003)

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B.     approach issues and problems that require
a blend of multiple perspectives rather than a
single discipline
A.    work comfortably with new technologies
sifting information to decide what is true, what
is trivial, what is worth retaining and how to
make a whole from the disparate bits
C.    develop unprecedented interpersonal
skills and flexibilities to leave peacefully and
productively with people of different race,
religion and culture.
D.    understand the nature of a change world
whose survival depends on the development of
universal values. (Howard Gardner)
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• Educating global citizens means much more than
  exposure to many nationalities, learning about
  multiple cultures, or even immersion in other
  languages. It requires giving students the
  outlook and skills that equip them with mental
  flexibility and a basic respect for perspectives
  other than their own.

A global citizen is one who seeks out a range of
views and perspectives when solving problems. He
or she does not tolerate or accept cultural
difference or viewpoints, since these words
implicitly place the speaker at the centre of
what is acceptable and right. Global citizens
proactively seek out those who have background
that are different from their own, examine ideas
that challenge their own and then enjoy the
complexity.
A global citizen examines and respects
differences, and evaluates them critically. He
or she does not passively accept all ideas or
philosophies. Engagement in thought, in
discussion, in active learning is the basis for
global citizenship. (Washington International
school)
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• I do not want my house to be walled in on all
  sides and my windows to be stuffed. I want the
  cultures of all the lands to be blown about my
  house as freely as possible. But I refuse to be
  blown off my feet by any.
• (M.K. Gandhi)