Implementation of Global Family

Implementation of Global Family

Venkat Sai Kanchu Katla

Fairleigh Dickinson University

Abstract

Thesis

In today’s world, global literacy includes both knowledge and global skills, which plays a crucial role in globalization and should be supported by the government and non-government institutions. However, globalization has its impact on Business and it helps in achieving Economic Enhancement, Develop Trade Opportunities, and many natural advantages with the guidance of their globally-literate employees.

Nair I., Norman, Marie., Richard Tucker, G., & Burkert, Amy. (2012). The Challenge of

     Global Literacy:  An Ideal Opportunity for Liberal Professional Education. Pages 1-8.

The authors explained about the importance of Global Literacy and the problems

to implement in the real world. Later authors researched from the Carnegie

Mellon University were illustrated in detail, about how they had articulated a mission

for global evaluation by embedding global content in the subject areas and about the

global working groups and their tasks to accomplish the vision of globally

educating students. Finally, global literacy outcomes were defined by interviewing

the instructors and organized the results into three components such as intellectual

skills and Knowledge, social/Culture Competencies, and Ethical Dispositions.

United Nations Educational, Scientific and Cultural Organization. (2004). The Plurality of

     Literacy and its Implications for Policies and Programmes.  

UNESO (United Nations Educational, Scientific and Cultural Organization)

suggests the following activities for supporting the civil society participation

in literacy work: Facilitating public debate on the views and practices of

civil society related literacy as well as extending such debates in civil society

movements; documenting the experiences of civil society with literacy work,

ranging from involvement in policy dialogue to conductive events with local

communities and for people without access to literacy; evaluating access to and

sharing of data among individuals from common society at all levels doing with

education, particularly by bridging ICTS; and supporting sub-national or

networks of non-governmental and civil society organizations working in

the field of literacy.

Benahnia, Abdellah. (2015). Transnational Education in Morocco: Current and Future

     Challenges.

The author explained about the Transnational education in Morocco

(The Western Kingdom). Morocco educational system mainly uses French

education system which is the combination of both Arabic and French

as a medium of instruction. To establish strong educational system