OVERVIEW

PREPARING NORTH CAROLINA'S GLOBALLY ENGAGED STUDENTS

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THE VISION

It is the North Carolina Board of Education's vision to assure that: "Every public school student will graduate ready for post-secondary education and work, prepared to be a globally engaged and productive citizen."

In January 2013 the State Board of Education accepted the report from its Task Force on Global Education. To produce “globally competitive” graduates, the Task Force recommended:

  • Developing criteria for teachers and administrators to earn specific recognition as "Global Educators."
  • Implementing a plan for statewide expanded access to dual language/immersion programs;
  • Developing new school models focused on international education;
  • Establishing Global-Ready designations;
  • Working with the NC Department of Commerce,
the State Chamber of Commerce, the NC Business Committee for Education and other business and non-profit partners to strengthen existing and develop new international relationships.

FROM PLANNING TO DOING

The State Board of Education has agreements with public education systems in Spain, China, and France that support student and teacher exchanges, joint conferences and collaboration in classroom projects and professional development.

Students, parents and educators across the state have embraced the initiatives.

  • There are over 90 schools with dual language/immersion programs today – up from seven in the fall 2005. 

  • North Carolina ranks 6th nationally in sending students abroad and 19th in hosting international students. 

  • There are15 languages taught in NC public schools and seven represented by dual language/immersion schools. 

  • In the 2013-2014 school year there were 250 international teachers in North Carolina on exchange programs while 300 North Carolina teachers and administrators were abroad on exchange programs. 

  • Two dual language elementary schools are recognized by the Spanish Ministry of Education as International Spanish Studies Academies. 

  • The first statewide network of Confucius Classrooms was developed to assist districts implementing Chinese language and culture programs in partnership with the Chinese Ministry of Education.
  • The Department of Public Instruction has established ongoing collaboration with the Center for International Understanding, World View, and Participate to respond to the State Board's strategic plan, including expansion of professional development opportunities for educators across the state. 


WORK & WORLD READY

Entering the heart of the 21st century, North Carolina's workforce must be nimble, savvy and worldly if the state is going to continue to prosper and be a national and global economic powerhouse. North Carolina has developed into an internationally diverse economy and society.

  • 207,000 North Carolina workers are employed by foreign-owned firms. 

  • 309 languages are spoken in North Carolina homes of K-12 public school students. 

  • North Carolina is home to manufacturing facilities from 39 nations. 

  • $27 billion in North Carolina produced goods are exported by 9,000 companies annually. 

  • One in six North Carolina manufacturing jobs depends on exports. 

  • North Carolina ranks 3rd in the number of jobs created through international direct investment. 


EMPOWER STUDENTS FOR THE 
GLOBAL STAGE

Preparing students for jobs in North Carolina means empowering them
to compete on the global stage. Workers entering the labor market with communication, analytical and technical skills that span international borders will make North Carolina and its workforce more attractive, place it in greater demand and enable the entire state to be more prosperous. North Carolina will be unique. Recognizing this, North Carolina's Board of Education and Department of Public Instruction are committed to: 


  • Producing high school graduates who are prepared and ready to embrace the challenges of a global economy. 

  • Providing teachers and administrators the instructional support necessary to meet the global educational objectives. 

  • Taking a comprehensive approach to an international education that encompasses language, economy, history and culture. 

  • Building partnerships between educators at all levels, business and industry, cultural and civic organizations, to take education beyond the classroom. 

  • Providing there sources so global education is a seamlessly integrated component of daily classroom instruction. 
  

Questions and comments should be directed to Helga Fasciano

 

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