Published on 2012/04/12

Education For Nation Building: Exporting Standards of Excellence And Standards For Excellence

Education For Nation Building: Exporting Standards of Excellence And Standards For Excellence
International branch campuses must be established with the goal of aligning programs to meet fundamental developmental needs of the host country in mind. Photo by Laura Padgett.

In a time where globalization is creating all kind of opportunities and challenges around the world it is important for leaders in higher education, government and elsewhere to do something meaningful to safeguard the gains made in developing and underdeveloped nations. Doing nothing places many of these nations on a downward spiral and in some cases creates situations that elevates some and further marginalizes others at the hands of their own countrymen, invited investors and other entities whose focus is to seek their own self-interest. This assertion is supported by the termination of some entities in some countries and in some cases entire industries have been moved from one nation to later emerge in lesser developed and developing nations. The consequences of these actions can be seen and felt in pronounced ways all over the world and in some ways are linked to the global crisis.

One very noticeable trend is in the import-export of educational services. Universities are packaging and exporting educational programs as a diversification strategy while some are exporting programs to encourage collaboration and engaged scholarship to assist in developing nations’ capacity or in some cases institutions are simply shipping educational programs overseas to make money. Regardless of the rationale for exporting an educational program, what should be clear is that reduced standards do nothing to elevate individuals; do nothing to situate and empower communities; do nothing to better position organizations; and do nothing to equip nations to improve their infrastructure and empower their citizens.

In fact, reduced standards may hurt the reputation of the sponsoring higher education institution operating in foreign countries. Hence, there should not be an assumption that because the receiving country is a lesser developed or developing country that standards should be lessened. As a matter of fact, maintaining high standards in educational programs can be pivotal in helping nations challenge faulty mindsets and develop culturally sensitive leaders who can function with high ethical courage. Furthermore, maintaining higher standards can assist nations in becoming better positioned economically, support existing industries and develop capacity for creating new ones, develop capacity for research and development activities, develop more equitable sociopolitical systems and encourage nations to become more self-sustaining. Standards for general and specific subject accreditation tell an important story about an institution, its ability to meet and adhere to internal and external standards, its internal competencies, areas of comparative advantages, areas of recognition, its students’ preparedness and readiness for suitable sustainable employment, students and faculty’s successes, faculty productivity, standards for admission and graduation, appropriateness of engagement and retention strategies and outlets for varied students, faculty and staff voices among other things. It is standards like these that make good higher education institutions great and make other such institutions strive to be best-in-class. Wanting to be best-in-class should be universal practice regardless of where the education program is situated. In cases where these programs are offered in education centers in foreign countries, the same standards should be maintained and those standards should be established with some relevance to the local context, as well. Still, standards must be such that they support nations in developing stronger and more congruent educational programs; better equip citizens to engage in sustainable nation building, develop more equitable and aligned systems; and a greater appetite for futuristic thinking, planning and infrastructural development.

It is clear that higher education can’t do everything for a nation that it chooses to house its programs, but it is that premise that should compel higher education institutions to empower the host country to offer its own educational programs and to develop it citizens for meaning involvement in their own internal development. Rightly speaking, there are many cultural challenges that can stall many meaningful efforts, but by responding to specific needs ‘on the ground” such as creating education opportunities that will lead to meaningful sustainable employment, create new industries and generate wealth that will be equitable distributed will soften many resisting elements. Still, every attempt is to be made to provide these educational opportunities at the lowest levels of society as well if these nations are to be elevated to a self-sustaining status in this global economy.

For too long those lower status groups have been underrepresented in wealth generating activities in these nations and have been seen as insignificant in nation building efforts, but in these times where everything has changed and continues to change rapidly, leaving anyone behind is analogous to stalling progress in any nation and fueling all kind of social ills. The evidence can be seen in many nations where this has been the case where despite the wealth of a nation, underdevelopment is still very pronounced. In some situations, the educational levels and standards in some of these nations are on par with more developed nations, but the opportunities to use those knowledge, skills and abilities in meaningful ways are absent. It is situations like these that lead to all kind of brain-drain issues that keep many of these nations at a standstill and less positioned for global competition.

For too long things have been done for developing and underdeveloped nations without fully empowering them to create a path for their own future, thus creating all kind of dependency issues that continue to stagnate these nations. In this global economy, it is time for those in higher education and those involve in development work to rethink their develop strategies if their efforts are to achieve meaningful change in these nations. Targeted change must be designed to realize some clearly defined outcomes such as helping these nations to develop their internal capacity through their people who in turn will use their knowledge, skills and abilities to change their thinking and transform their systems, processes and their way of being in the new global economy. It is only with this kind of positioning that developing and underdeveloped nations will be able to empower their people, transform their infrastructure, cultivate a culture to generate funding for research, develop their own capacity for doing and appreciating research and development, improved work processes, systems and relationships and acquire a capacity to interpret and use research that will heighten their capacity for self-sustainability.

Higher education institutions that choose to export their programs must be intentional in aligning these programs with meeting some of the fundamental needs in developing and underdeveloped nations. Many of these nations have enormous intellectual capacity but they need to be supported if they are to be able to leverage these capabilities and for these abilities to have internal national relevance in national building.

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Readers Comments

Ravi Narayan 2012/04/12 at 10:40 am

Absolutely this should be a priority for any Western university looking to open a branch campus

In India right now international branch campuses are looking increasingly likely and all I hope is that they set up programs and degrees that will be aimed at fixing India’s domestic and economic problems rather than buttressing our position as an international call center and labor yard.

Tom Layton 2012/04/14 at 4:28 pm

America’s dirty little secret is that, despite all the rhetoric, Americans hate standards. If you doubt this, go into a Starbucks and try to order a cup of coffee. Or go into a grocery and ask for a can of beans. In either case you would have to choose from a hundred different types of coffee or types of beans.

We are the only one of three countries in the world who do not adhere to the mother of all standards, the metric system (Liberia and Myanmar being the other two). We are the only country where teachers cannot move from one state to another without re-qualifying to teach under a new set of rules.

Likewise, our creators’ of great wealth, like Steve Jobs, Bill Gates, Sergey Brin or Larry Page, dropout of their university pursuits to go do something far more interesting and profitable.

I think our heretofore open immigration policy has led to to our great wealth by brining new ideas to a country that thrives on new ideas.

Hopefully, in our globally connected world, we will not insist on standardization, but will embrace new ways of thinking from different parts of the world.

Lonnie Tucker, CHE CSW 2012/04/16 at 9:23 pm

Tom we want to share with you a proposed inclusive model for getting the ball rolling. it come from our school, community and business stakeholders Perspectives Strategy for Global Learning and Inclusive Education for Cultural Understanding.
Creating essence standards of education and entitlements are easy to defend from anyone’s points of views isn’t easy regardless where you are , but the one ingredient is coming together and being proactive for changes and challenges that bring equity and access to the same system. Not to be reactive to the going 60 + years mess of distractions, personal attitudes, and self serving gangs of power crazed self interest groups that keep the system bogged down with who is right, what is good for me and , and “ not for them, instead of what is right for ALL Children, Students, Community and Families.
We began with Grass Roots Perspective for 21st Century Multicultural Global Learning how engagements should be for 21st Century Multicultural Global input for cultural education and inclusion particularly for the development functioning as a welcoming cultural competency model inspired by a coalition of the School Community Coalition Team. These are internal educators, community parents groups and organizations representatives, business and educational consultants, law and public safety representatives, professional higher educators, local county representatives and members of the district school board of education.
All with experiences or invested in public education, social justice and social –cultural awareness. Many are becoming increasingly aware for the need around global diversity education and cultural proficiency education for teachers, students and the community. The School Community Coalition Team focus are to assist with educating the community and making inclusive decision on the school districts sustainable future by:
• Supporting a cultural inclusive curriculum;
• Providing some broad guidelines focus on working relationships, together with the school district and community for a sustainable educational future for all children.
• Provide a consensus and complementary sensitivity approach around student’s cultural development and understanding
• Assist and work with response to intervention evaluate data and those reviews using educational tools from global perspectives for developing students’ awareness skills.
• Assist both teachers and students with diversity and cultural dimensions for change by removing barriers and its effects on students.
• Help students and teachers ask questions on those cultural inequalities by developing skills to resolve conflicts and take action for building those links for a sustainable future to include everyone.
• Provides students with conceptual knowledge and skills, to help in developing positive attitudes and values, and a willingness to participate actively in shaping their futures as experienced cultural learners.
Next we reviewed Global Diversity Education and 21st Century Learning as an immediate need for educating the School district, where multi-cultural demographics are growing. The enrollments demonstrate the need to review well intended policies from years ago, which had a higher education population that was predominantly white middle class. These growths and demographic shifts along with the demands for increased needs in adjusting the curriculum towards an inclusive changes to welcome our diverse population to more accessible diverse education for our increased immigrants of African American, Hispanic, Asians, disabled, delayed challenged and other students from varying cultural backgrounds.
There has been along with these cultural growth increases are also the immediate need for technology access for students, teachers and parents. As a community we all must keep pace with the changing demands for identifying those needs to valuing our cultural diverse identities and those impact needs on why it is crucial for our local student to understand that a global community awaits them and that our educators must prepare them for a global diverse world of learning experiences.
As we collectively support those core values to promote a culture that fosters intellectual, social and cultural growth in our communities and globally for students. The School Community Coalition Team is driving the diversity initiative for as the welcoming inclusive diversity model as part of the school district Strategy Planning direction. The Team has sized this opportunity as the district are grappling with educational funding issues as a teaching moment for getting to know each other, and combing all of our efforts and resources, “as one voice of the community which has straighten the coalition’s commitments to ensure that every child achieve to their fullest potential.
The Team call to action reflects in the composition of the school district, the community, businesses and our diverse student population. The Collective efforts will culminate in presenting to the School Board and the community the kind of support and recommendations needed for enhancing the curricular and instructional strategies to include diversity education services responsive and interventions, with a focus on developing multi-cultural learning competencies.
This will include those important components for ensuring that decisions will be made in an inclusive fashion that does recognized the immediate needs for education to begin with teachers, students and parents to adopt and understand the need for Global Diversity Education and 21st Century Learning. Global Diversity Education and 21st Century learning brings out the, knowledge from “diverse cultural experiences” that will influence the value and expectations of our Plan to include, respect, educate, and embrace and acceptance for diversity understand. These are sensitive improved, approaches to teach each other to listen and learn.
This method broaden a level of awareness, where we can see ourselves and what it is going to take to rely on one another that shapes what each educators can do to plan, educate and prepare our children for Global Diversity Education and 21st Century Learning. From this process, we adjust, monitor, and refine other well thought-out approaches for designing a cultural diverse model that will began the welcoming process as a district -community norm for encouraging students to a cultural global direction of understanding those needs around cultural tolerances, and avoid bulling, cultural assumptions and stereotyping of fellow students.
Objectives Sustainability’s includes well intended policies, the curriculum, safe places, climate, education, diversity teacher development, and community engagement strategies to ensure a sustainable and consistent implemented strategy plan in;
• ensuring a sustainable and consistent open opportunity for participation at every level for implementing a district–wide strategy open process to include other professionals, , educators, and stakeholder designed to participate in the full range of academic needs, diversity education, professional diversity education, student assess ability and technology to be included in:
• Cultural Recruitment Practices which focus on the reflect community values and commitments for becoming a more diverse welcoming community that retaining, attracting, developing and supporting a more diverse workforce and membership participation to serve the community.
Cultural Curriculum and Policy- integrates certain core values: community, learning, service, social justice, best practices on improved traditions and guidelines for creating a curriculum of inclusion which infuses multicultural preparedness for students global success; cultural awareness and 21st Century Learning. The goal is to enhance and expand curricular strategies, to focus on developing multicultural competencies that ensures, community engagement; students support services and respond to interventions for creating programs and activities for cultural development for teachers and students.
Social Justice and Diverse Educational Access is the process focus to equity and inclusion for maintaining a safe environment, gender safe places and a climate of cultural inclusiveness for diversity and cross-cultural learning that bring exchange that engage investors, community, educators and other stakeholders. The Team will consist of Co-Chairs that leads, drives, discuss the issue and recommendations as a united voices of the community engaged in the decision making process of the district operations and district-wide community values integrating sensitive diverse approach to enhancing intercultural/diversity awareness for students, faculty, staff and the community.

This Team also leads the social justice issues and develops a plan to address the core value of social justice with recommendations resolutions to the School Board of Education by:
• Leading the social justice core values that support individuals and societal changes which value dignity, and create positive opportunity for every person regardless of race, gender, social status, life style preferences, or school district /community class
• Being engaged with the process to enrich curriculum and non-curricular activities of the district’s training and education components for cross-cultural training experiences.
• Expanding the organization’s multi-cultural connections in the surrounding communities that promote an appreciation cultural differences which values all students and families around access to social justice needs for educational equality.
• To plan around those ineffective reforms for turning talks into implementing cultural reality needs for moving forward with progress on barrier focused static of social predictabilities from not trying to changes cultural diversity education among educators as well as the uninformed local communities.
• To act as an interdisciplinary cultural resource, that provides a base lined direction which the community values for implementing those cultural education components at the classroom of instructional learning where those growths of cultural diversity and multi-cultural groups of students experiences for learning begins.
• To assist the principals, teachers, superintendent and school board of education’s with coalition advisory in order to effectively implement those inclusive policies and procedures best practices for inclusion and non-discrimination practices for
• Assisting the principals, teachers, superintendent and school board of education’s with coalition advisory in order to effectively implement those inclusive policies and procedures best practices for planning with regard to multi-cultural issues.
• Serving as a Coalition Team Advisory body with professionals educators, district-wide parents advocates, with other business and community stakeholders regarding social justice, public relations, cultural relations issues.
Use Evidence Based Data on Cultural Growth –for Responses to Intervention impact plan for a five year monitoring process to see what the expectation of cultural enrolment growth will be by monitoring examples of 300 students from six different ethnic backgrounds. 200 students must come from the high schools, freshman building, and junior schools. Use data assessment sampling to anticipate cultural growth in diversity encounters of diverse students. Compare the immediate current curriculum with that of the implemented period of time focus and compare those emphases placed those curriculum combines core which focus on the students sampling from the six different ethnic backgrounds.
Teachers and others may realize and discover more suitable inclusive approaches to managing cultural diversity which will benefit all students and themselves. The Response to Intervention impact plan over time should indicate, why an earlier immediate implementation change to a cultural inclusive curriculum would have been more effective for those students who were not exposed to equitable access; An earlier implementation for changing for a cultural inclusive curricula would have ensuring those cultural fundamental and principles for learning would have been the successful model those 500 students who make significant strident and from their classroom teaching instructions would have been prepared for 21st Century Global Education;
This success would have led to value their sufficient cultural learning for cultural interactions, which effectively reflects the support, values and beliefs of school district and community philosophies valued for cultural understanding successes around cultural differences and cultural educational preparedness. Developing and implementing a cultural competency education is not something that happens overnight and the Team are using significant reflections and experiences from individuals and groups to ensure that our cultural pathway understands many of those to carry out the mission to may be always comfortable, which requires changes to the process for the ways educator must deliver learning instructions
It also requires examination of one’s own cultural programming, again a difficult process. A lesson learned is not to ignore the knowledge and experience that students bring to the classroom, but to respect and use it to support learning. Educators will be, through their own examinations adjust to their own cultural assumptions. Teachers may realize and discover more suitable and inclusive approaches to managing cultural diversity which will benefit all students and themselves. A well prepared plan for diversity education begins with us; teachers, and parents from knowing who we are, as a well understanding our diverse groups and organizations.
The Team must be in consensus and stand ready for handling the diversity work ahead and providing those necessary skills for urgent issue around diversity engagement and the decision making processes for best practices framework devised to assist, advise, help, understand and recommend important components of “One Voice Valuing Diversity for Schools and Communities Best Practices.” This also includes interrelated support and facilitating the attainments of Diversity Education & Global Awareness among, teachers, students, staff and community.
Teachers in the classrooms see first-hand the needs are greater than the resources available. Many understands the importance of cultural inclusion and attempt to bridge the fine line of bring awareness to those needs for cultural tolerances. Many are fearful that such awareness may conger-up old unrest to their increased diverse student populations, where many just moved into the school community. So well enough is left alone to happenstance. These educators need, cultural education, which develop cultural competency and cultural tolerance standards for understanding.
Teachers in the state of mind of “well-enough” are accepting this well-intended learning environment as the “norms,” which values and beliefs, If something isn’t broken, leave it along. These are well intended educators who only know what they know, and they are not going to seize the teaching moment to educate their growing diverse students population on those needs for diverse education and those developing cross-cultural learning skills that welcomes other diverse cultures, which would help those students to grow in cultural relations with respect for others diversity.
The majority of teachers are in the avoidance stage because they don’t know. They only know what they know. The majority are trying to be culturally sensitive by guessing student social predicaments through assumptions and impressions. This empathy to student also misplaces the true facts of most student’s values, their independence, customs, lifestyles, cultural practices, and cultural internalized convictions and emotional spiritual beliefs. Educators need to improve on recognizing real life needs, and remove these barriers of questionable empathic approaches towards self-education complexities which should be apply to those educated facts attempt to:
• Obtaining and develop some knowledge on cultural languages, traditions, and cultural habits of their diverse students populations
• Educator should work closely with other colleagues from different cultures through, the School Community Coalition Team, professional development, and community organizations engagement
• Educators need to learn about how different cultures views customs, life practices, life experiences, and spiritual knowledge through internal and external sources. (such as religious affiliations, diverse colleagues and self-help discoveries) The knowledge of understanding cultural differences and learning and from what each culture valued is different from local, community, societal and global perspectives.
While there can never be done enough for cultural inclusion, obtain cultural learning is an opportunity to be considered for processes used for obtaining current resources for cultural inclusions that brings cultural importance for cultural differences into account when planning, developing or facilitating classroom instruction, life styles understandings needed by teachers and other about each student’s cultural lifestyle as well as what students culturally values as they are:
• Actively engaged and involved in cultural learning sensitivity life styles observances and global awareness understanding around differences and preferences.
• Teaching those sensitivities on cultural differences and beliefs as training tool for building strategies that will work with different learning cultural life styles beliefs.
• Educators must know themselves first, and then get to know and understand students before they start establish a cultural understanding with them.
Preparation for Culturally Diverse Groups: Students-Students have the ability to make their cultural points well-known in many cases unprofessionally and disrespectfully, for not truly understanding their comments regarding someone else’s cultural beliefs and customs. Students are known for figuring out if a teacher is real or being a jerk or that other parents and adults are being untrue full and avoiding their concerns. Most students want to be engaged with talking and discussing global concerns with other students who has shared likes and dislikes. Students are also diversely engage in cultural interactive participations extends beyond classroom settings. Such as sporting events and other social club and student committee activities link them together.
These are well intended and purposefully planned events that forces and reinforce student awareness towards cultural intervention outcomes, and social interaction that elicits cultural curiosities about each other or others. Students are tech savvy, and connect through social media. They do identify themselves as familiar with alike groups and other social settings, where the majority is seeking adult guidance and supervision for 21st Century Culture and Global Learning. These social setting and groups link them to iPods, the web, cell-phones texting, Facebook, tweets, and my space networks that also transcend from what they are learning continuously by communicating via internet, from classroom assignments, face to face links, e-talk links, and in school social activities where they learn to connect to and learn about cultures and other students.
Culturally Sensitive Educational Materials- The School District Curriculum Cultural Educational Materials should be aim at making all students alert, open and engaged for understanding the need for cultural sensitivity in the classroom, in the community and the world around them. The cultural sensitive educational materials must help them to develop an awareness that they will be directly working with, or be engaged with those same cultures that they are misguided about;
• The student have no exposure or experiences with
• Have no real facts first hands about such group or individual(s)
• That students uncharted fears are all about what the media said,
• What society beliefs, heard of, and believes other believes about other groups that are different than their cultures.
These are essential learning components that must be implemented as a district-wide mission initiative to ensure cultural inclusion are in the school’s curriculum. Cultural education and knowledge are essential to the facts and knowledge required for the future in 21st Century Culture and Global Learning; Where all students, teachers and the community stakeholders, each must acquire the facts to begin the process of understanding for:
Inclusion, Respect, Educated to Embrace, the Acceptance for Diversity Understanding And Learning by Listening (I-REEAD-U ALL) Welcoming All Cultures Initiative) The I-REEAD-U ALL concept welcoming all cultures. And by design is consistent with the curriculum which a cultural orientation component specifically focuses on an open instructional for students and teaches to begin participating in cultural awareness as appositive program. Not as an issue that is taboo or for bring fear to the discussions.
Educators, parents and other stakeholders can use and adapt to various cultural materials that are relevant for student participants and daily engagements with other cultures, actual life experiences, and their situations which reflect why society thinks, heard, and believes about other cultures. These engaging processes are intentional learning tools to reflect the community values and beliefs on developing cross-cultural skills and cultural awareness.
These teaching tools will also address those growing concern and misguided information for the reasons why there is an immediate need for the preparation to begin educating the community and other stakeholders on the need for cultural sensitive understanding. Another component in line with the districts’ public engagements all for the processes for developing cultural competence and the future in 21st Century Culture and Global Learning.
Community stakeholders also must adopt and embrace these tools for cultural sensitive, teaching instruction and student cultural learning needs around what other cultures customs, observances, beliefs, convictions and their spiritual emotions. Community stakeholders must also support those activities to develop an awareness that they will be closely and directly be engaged working on diverse community committees with those same cultures that they are misguided about;
• The have no exposure or experiences with,
• Have no real facts first hands about such group or individual(s)
• That they as adults has these uncharted fears are all about what the media said,
• They are out of their comfort zone, and fell uncomfortable about discussing cultures,
• They only know what they know from society beliefs, or what they heard of, and believes other believes about other groups that are different than their cultures
These are essential learning components that must be implemented as a district-wide mission initiative to ensure cultural inclusion are in the school’s curriculum. Cultural education and knowledge are essential to the facts and knowledge required for the future in 21st Century Culture and Global Learning, where each student, teacher and the community stakeholders each must acquire the facts to begin the process for Inclusion, Respect, Educated to Embrace, the Acceptance for Diversity Understanding And Learning by Listening. (I-REEAD-U ALL) Welcoming All Cultures Initiative)for 21st Century Culture and Global Learning around the community cultural religious practices, beliefs, values, and habits of others.
Among this tools for learning and educational instructions of an inclusive curriculum to ensure that the whole student and community are prepared are to develop a for curriculum use of instruction around those cultural knowledge, in languages, habits and cultural observances of all diverse students by:
• Work closely with colleagues from other cultures, professions and community organizations
• Understanding the need for knowledge around cultural inclusion complexities matters which value all cultural differences
• Developing a plan that encourages and engage support staff, and student services for recognizing cultural diversity needs through education, while being actively engaged with those tools for learn about how cultures differences.
• Implement a self-assessment education plan where all stakeholders are educated about each other’s cultural view and life experiences.
• Research and employ those resources necessary to for self-knowledge information as tools to teach and share with others around personal experiences gained primarily through the group’s sessions and personal exchanges.
• Valuing each other’s courage and discovery for stepping forward to begin the cultural learning processes of understanding and knowing that differences exist between cultures and why this process is critical to re-educating our-selves with the facts for understanding those implications of being misinformed.
• Developing a community welcoming cultural model that inspire, encourage and engage individuals and stakeholders to learn and value all cultural differences.
Educators must use the inclusive curriculum to ensure that every student is culturally prepared with the knowledge for best practices from their teaching component in line with the districts’ public engagements processes of cultural learning, developing understand life styles of “Culturally Diverse Students” to be culturally competence, as 21st Century Culture and Global Learners. These educational instructing must include:
• The Curriculum allowing the right mix of cultural knowledge and learning practice materials for cultural inclusion for making the point of talking about the needs for students to be prepared, to share and openly discuss their beliefs.
• This enhances the course planning to reinforce student awareness of the purpose, goals, needs and outcomes for cultural challenges to remove, hearsay, and other beliefs around culture beliefs and cultural practices.
• Monitor and track those processes where cultural importance brings a safe atmosphere to openly discuss cultural differences. Especially in the implementation of the planning, developing or instruction classroom work which requires all students to participate in the knowledge for cultural awareness, understand, and learning other students as global learners around value and respect that teaches them life styles observances as well as cultural pride.
• Getting and keeping students actively involved in learning greatly depends particularly with the teacher understands on the different learning styles, languages and cultural preferences for the students background and cultural identity for staff to feel that their participation in this process is also key to how they will apply the use of cultural sensitive materials that is relevant for student daily engagements with them and other support staff.
• These engaging processes are an intentional learning plan which reflect the community values and beliefs on developing cross-cultural skills and cultural awareness for understanding cultural differences, styles and believes. Through this effort it is imperative that staff member learn how to see themselves through being educated about students and other global cultures that they would encounter beyond their school services around cultures, to include, others cultures class status, their actual life experiences, and their situations which reflect why society thinking, hearing, and believes about diverse cultures.
Teachers and other stakeholders realize the tasks ahead for understanding all students need are not easy. But the objective is to go beyond our comfort zones and challenge each other on those best practices for dealing with language barriers, different spoken language dialects, sensitivity for family cross-cultural make-up and other best practices approaches of teaching cultural connecting pattern styles found in the district curriculum educational materials presentations and webinars on multiple languages concepts. Access and education location for the community is also important for training and discussions on cultural education. Such preparations should present a professional set to begin the process of teach community groups:
It is crucial to the success of cultural education that all educators, parents, students, support staff and community stakeholders and investors, to share and continue discussing those teaching and engaging strategies. When used or practices as the norm, these successful cultural diversity education practices creates evidence based practices that teaching and engagement methods for facilitating structured and best practices activities. By using these curricula methods and practices, all the stakeholders and investors begin to understand and drive those best practices for interventions, embraced acceptance, inclusion practices, and cultural safe haven to openly talk to educate one another for those cultural competencies for learning impact outcomes.

These practices for everyone included;
• Simulations- self building techniques activities
• Cultural role playing simulations and other cultural activity-based learning exercises
• Process and corrective strategies for culture awareness and inclusion
• Culture education preparedness for normal interactions in real world understanding
• Being culturally educated to discuss competently all cultural experiences
• Applying the knowledge base of acceptance to include other cultures in discussions
• Ensuring that diversity mean more than one culture involved in the learning process
Educators, students and parents must learn how to accept and manage interactive activities in group’s roundtable discussions and in teacher classrooms activities and other simulations and inactive role plays. From these actions oriented learning processes and teaching session’s cultural training programs can immediately be implemented from inclusive practice models of the school district curriculum. The inclusive practice models of the school district curriculum, creates those evidence based practices used to create, connect, communicate effectively cultural learning models for the “how-to-do-and- develop” a cultural integrated curriculum that delivered on going open discussions for addressing cultural issues and concerns, cultural bullying, cultural languages, cultural life styles, cultural beliefs, knowledge and the facts.
Preparation of Culturally Sensitive Community- Educators must use the inclusive curriculum to ensure that every student is culturally prepared with the knowledge for best practices from their teaching component in line with the districts’ public engagements processes of cultural learning, developing understand life styles of “Culturally Diverse Students” to be culturally competence, as 21st Century Culture and Global Learners. However, those practices must begin with us as, teachers, students, administrators, parents and other community stakeholders and investors around face-to-face interactions that connects and communicates to each other. These types of open discussions and agreed adoptions from community strategic plans will bring positive social media exposure, which will demonstration our welcoming cultural model as a national which reflect our community’s values and respect for each other cultures for cultural competency.
Students are familiar with all the negative cultural inferences of different cultures and students different than themselves. They only learns from the hate, and misguided information of other who has no clue about another’s culture, life styles, cultural conditions, class status or family origin. We get our news and influences for social media and the internet. Only to learn about our own and someone else’s cultures are overly stated and exploited from personal misconceptions, prejudices, and narrow minded thinking. Especially when we find out that the author never live or experienced the life experiences of that culture.
Their assumption and per-judgments only shows one side. As many can understand and review from many comments that “did not truly represent them at all.” Even about them. The Coalition Team includes internal educators, Community parents groups and organizations representatives, business and educational consultants, law and public safety representatives, professional higher educators, local county representatives and members of the district school board of education.
The majority of members are becoming increasingly aware for the need around global diversity education and cultural proficiency education for teachers, students and the community. The Coalition focus duties are to assist with educating the community and making inclusive decision on the school districts sustainable future. As a Coalition, do understand the current district wide challenges of our finances and budgetary issues. As the school district and community “centralized core focuses,” the Coalition Team are providing the framework and strategy to meet the challenges with experience and teaching style that is designed to meets the needs of students from an inclusive education curriculum which responds to interventions for culturally diverse learning styles.
While support staff and administrator, and teachers union continue with those contractual obligations, this centralized core focus of the community will continue with these initiatives original plans for diversity. The conditions are set to immediately ensure that student continues to achieve to their fullest potential through an inclusive curriculum. The Coalition Team is working to bring equity, inclusion, and acceptance which embrace the focus needed for both recruitment and retention of highly qualified teachers and teaching cultural preparedness for student’s readiness as 21st Century Learners. Especially from design student’s prospective surveys on information about their educational experience, cultural views and views about the quality of education they have received.
Although these surveys will be used are broad based for data collectors, it will give our program designers groups a real snap-shot view from those questions as a base to be used in conjunction with a Climate Assessment Survey. This Climate Survey included responses from the majority of teachers, students, support staff and others on the types and sizes their participation in the district.
The data collected is aimed at gathering needed learn curves for responses that will be needed for interventions. These types of feedback will design and modify the correct types of cultural training needed to enhance student and teachers learning elements needed to bring cultural competency.
Curriculum of Inclusion and Cultural Education Strategy Professional Development Model
• District –wide workshops sponsored by the Coalition Team, promotes, stimulates, and encourages active real life culture encounters for creating a professional development model

School Community Coalition Team
• The one voice concept combined to address and make recommendations for an immediate curriculum of inclusion speakers ; Coalition arrange guest speakers contribution to the welcoming concept from a verity of educators, parents, students, and the Schools Organizations Sensitivity Materials Approaches Identity and cultural diversity practices Instructional Formats (Rubrics)
• Discussing and creating cultural educational blended approach to delivery instructional learning platforms that will work with selected cultures face-to-face discussions and classroom activities.
• To include students with disabilities and learning challenges are accommodated with support tutors, and alternative assessment methods. Training Course Materials
• Include all adjustment to a cultural education inclusion plan.
• These materials must reflect the focus and emphasis on trends, race, gender, life style preferences, community values, and equity.
• From the curriculum comes multicultural sensitive materials, for students to be engaged in, as reading news- papers, online research, Cultural Center Webpage and activities are consistent with round table discussions with other diverse students.
• Educator must ensure that students and stakeholders are exposed to textbooks and support materials which reflect the current diverse student’s population.
• The curriculum should require social media exposure and marketing techniques for getting the message out.
Opportunities for students to study Diversity; and how to be engaged through school diverse clubs, social organization and on some activities are participants with other culturally diverse students. Including required community service programs. Mentors: During years 2 and 3 students with get to experience cultural discussions and other experiences, while being mentor and encouraging best practices for cultural learning and understanding. The educational sample model above shows some detailed from a district-wide school curriculum for implementing diversity competent programs.
Educator and the School Community Coalition Team should plan to implement the new school wide initiative by the beginning of the school year 2013. Developing an inclusive curriculum will requires significant reflections and thought all invested individuals, groups and organization. The process will require an examination of our own cultural beliefs, about cultural education and what educator believes others believes about cultures. These encounters and lessons are not to ignore the knowledge and experience that students bring to the classroom, but respect the use for acquiring the support use to examine our own cultural assumptions.
Teachers are encouraged to use realistic approaches suitable for an inclusive cultural diversity education that will benefit everyone that is committed to integrating multicultural materials into curricular and instructional strategies. (use of multicultural materials, books, simulations, role playing, videos, etc.). An inclusive strategic direction which supports the diversity education for the School District will requires those financial resources for sustainability to ensure that educators, staff, and parents remains commitment to those efforts which support all student cultural education. The community recognizes that they are taking the first steps to promote culture learning and education sessions, social media networking, and media market communication.
Discussion concepts Model: Sustainable futures -Connections to Local & Global Perspectives-Values and lifestyle choices-Values and attitudes-Social Participation and training instruction to facilitate the curriculum rubrics of educating cultural competency. Achieving Diversity (Understanding our Differences) in circles of friends and communities. Resource management (Funding) taxes, sustainable futures reflecting the people from where they live, come from and are most like in cultures for what is fair for inclusion for all Identity and cultural diversity
• Creative checklist that unity inclusion, acceptance, and respect other cultures through real lenses of diversity.
• Including those cultures that would be affected or in similar situations and circumstances.
Natural Dimensions of change (what affect one in the community affects all in the community) learning others experiences as opportunities based on education, skill, experience, and knowledge to unify. Cultural environment, Social justice, human rights- Peace building and conflict Key Focus Strategies. The key focus is on the strategies to recruit stakeholders, and investors with those skills, education, knowledge and experiences to discuss cultural education.
Plan designed and to enhance the curriculum for assisting educators in facilitating educational programs of instructions. Model focus should be on current issues and concerns on communities with a global perspectives. Create a checklist for the types of training for cultural inclusion using community make-up, cultures, and perceptions of culture, on race and ethnicity to begin putting in place those modes of training information and instruction to facilitate the curriculum rubrics of educating cultural competency.
Use the inclusive district curriculum to be consistent with the plan designed and to enhance the curriculum for assisting educators in facilitating educational programs of instructions. The key focus is on the strategies to recruit stakeholders, and investors with those skills, education, knowledge and experiences to discuss cultural education inclusion, while mentoring and encouraging best practices for cultural learning, respect, sensitivity and understanding.

Resource management: Sustainable futures in cultural education not only provides students with conceptual knowledge and skills, but also helps all students in developing positive attitudes and values about each other regardless of the diversities. Diversity (DIFFERENCES) Identity and cultural diversity education enables and equips all students to be diverse minded as good inclusive citizens.
Prepared students good citizenship starts with:
• Students and teachers being aware of the entire school district, which shares a sense goal for cultural inclusive for community values and has a sense of sensitivity for their role as good citizens
• Respecting and values diversity
• All are willing to act to create a future where the rights of all people, social justice, safe environment and sustainability are more focus and secure
• All must be willing to take responsibility consensus actions to ensure diversity inclusion to the residents in the entire community.
• Students and teachers to Approach with holistic attitudes that teach the community and manage diversity education at the building level
• Have emphasis on the future and those students coming in from lower level grades;
• Maintain consistent steps to shape all students futures
• Use teaching moments and learning opportunity to be explore to important themes for as change, and best practices
• Identify other diverse support needs, rights and responsibilities, safe havens, sustainability and equal access
• Focus on cooperative learning and action oriented simulation for shared responsibilities
• Use Curricula Rubrics as a focus emphasis on critical thinking and communication improving on learning attitudes, skills and participation.

Cultivating a cultural learning environment for social justice and human rights
• These learning emphases represent areas of concern which are topical, influential and significant for all learners in understanding each other rights
• They relate to all learning areas and all stages of school law, best practices and procedures suited to implementing response to intervention at stages:
-Inclusive methods for co-operations and cultural consistency
-Identity and cultural diversity
-Dimensions of change
-Cultural understanding and conflict resolutions
-Values, Attitudes and Lifestyle Experiences Choices
-Values and attitudes as a principle component in school policy and curriculum.
-Apply cultural education principles in relationships between teachers, students and support staff and stakeholders in the school community
-Promote cultural concern for social justice throughout all curriculum areas
-Provide teachers and other educational support staff with professional development, to build skills and knowledge and sensitivity principles to apply form the curriculum and classroom instruction.
-Ensure that students are actively interacting in participation with other diverse students throughout classroom decision making and taking responsibility for their own learning.
Educating for Sustainable Futures- Cultural Education participation affects the learning and safety environment in the way successful training grows. Educators and parents combined efforts will affect those activities that will measure success through each of their children participation in cultural inclusion to maintain their cultural lifestyles and futures.
Sustainable Healthy Communities- A healthy diverse community is vital for healthy inclusive residents. This attitude reflects the values of being a society and district which welcome all cultures around how the community respond to interventions needed for cultural impacts expressing in the statements and policies of the school district’s focusing on changing our cultural behaviors to ensure sustainable
-Using a curriculum outline on the needs for cultural learning; creating a safe cultural environment; developing sensitive approaches and social skills to ensure all students are participating in activities to create a sustainable future
-Recognize the impact needed for developing a cultural learning environment that shapes our schools and communities
– Recognize the effect of cultural differences, in socioeconomic, class, race gender, lifestyle preferences, and a safe learning environment systems that values decisions about culture inclusions, Indigenous knowledge, language and cultural learning styles.
Prospective are the responsibility of the Coalition Team to develop a sense of optimisms on the future, balances, and realistic approaches for understanding the challenges of cultural difficulties. The intended goals is to recommend all integrated policy changes needed to bring cultural inclusion, social justice, cultural diversity, equal educational access, appropriate development and educational skills to implement a whole-school /community approach for cultural sensitivity.
This includes the community shared values and visions for cooperation, consensus and decision making as “One Voice” of the schools communities. The Coalition intended goals is to advocate for a cross-curricular learning approach to develop more factual deep understandings, skills and values needed to creating cultural inclusion at every level of the district’s education system. The Coalition will provide and recommend to the school superintendent some broader guidelines for working together for the sustainable future of the School District Community. Both Leaderships would appreciate the complementary comments for sensitivity approaches to cultural education inclusion. Through a collective perspective the coalition wishes to ensure all students learn the importance to develop and understanding those responses to intervention to help them be better prepared for the global world beyond their community.
With a curriculum of inclusions this perspective shall develops students’ awareness of human rights, their diverse differences, and the dimensions of changes and challenges that will have an effect on all cultures. These affects has not help any cultures with those inequality, and in justices with developing skills to resolve cultural conflicts. It is with this mission and goals to begin implementing actions and activities to simulate, how to get to building trust for a sustainable future for all culture in the community; And become a “Welcoming Model for other cultures relocating into the community.” The Challenge is for all of us to begin the changes through discussion, role play, cultural education experiences, and sensitivity skills. The challenge is for all students to question current practices and take action to create a future that will be sustainable for their preparedness for 21st Century Education and Global Cultural Learning.

Lonnie Tucker, CSW, CHE & Community Advocate Co-Chair
Jeff Hicks, A.P. & Co-Chair
Resources and Development Committee
Ms. Donna Wells, BSW, PCWS (Consultant)

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