AFS and Global Cities Partner to Research Impact of Virtual Exchange

PRESS RELEASE

August 8, 2023

AFS Intercultural Programs is excited to announce a formal partnership with Global Cities, Inc., a Program of Bloomberg Philanthropies. This collaboration advances the measurement of student learning outcomes for global competency for K-12 students through the use of an innovative tool, the Codebook for Global Student Learning Outcomes.

Global Cities, in collaboration with Harvard's Project Zero Out of Eden Learn, developed the Codebook for Global Student Learning Outcomes as a tool to enable educators and researchers to define, teach, observe, and measure progress towards global competence for K-12 students.

This new partnership will enable AFS and Global Cities to analyze the learning outcomes of students participating in AFS virtual exchange programs for teenagers, Global You and Global Up and explore the factors that contribute to their development of global competence. This analysis will focus on four global learning outcomes: Global Engagement, Appreciation for Diversity, Global Knowledge, and Cultural Understanding. The research will evaluate the impact of virtual exchange programs guided by a global competence curriculum and establish the applicability and effectiveness of the Codebook for evaluating global virtual exchange programs.

Previous research conducted by Global Cities demonstrated the success of their innovative virtual exchange program, Global Scholars, in demonstrating global collaboration and understanding among students aged 10 to 13. The new research will determine which learning outcomes students demonstrate and what is driving their learning, focusing primarily on the development of effective communication, collaborative problem-solving, and the cultivation of a global perspective among students.

Marjorie B. Tiven, founder and president of Global Cities, Inc. said, “Our partnership with AFS addresses the two significant questions for programs committed to teaching global competency through virtual exchange: Are students learning global competency? And, if so, what specifically are they learning? I am delighted AFS is applying the codebook—which was initially developed to evaluate our virtual exchange program, Global Scholars—to analyze what is happening in two of their programs.”

AFS, renowned for its commitment to intercultural programs, is enthusiastic about collaborating with Global Cities on this research project. Previous research studies of AFS virtual exchanges in collaboration with the Stevens Initiative have shown that ​​virtual exchanges have a meaningful immediate impact on the development of global competence among high-school aged youth around the world.  Students who participated in AFS programs have specifically demonstrated a more positive view of peers from other cultures, being able to actively withhold judgment of others, and their cross-cultural communication skills.

Daniel Obst, President and CEO of AFS, expressed his excitement, stating, "Virtual exchange helps to broaden access to intercultural education, and we are eager to contribute to research on its educational impacts. We're thrilled to partner with Global Cities on this research project, which aligns with our mission of preparing students to be active global citizens. "

Linda Stuart, Director of Global Education Innovation at AFS, underscored the significance of this research initiative stating, "This is another step for AFS to take leadership in research that uses metrics for often hard-to-measure outcomes. We believe in the power of virtual education for learners of all ages across the world."

For more information about AFS virtual exchange programs and research results, visit afs.org. Learn more about Global Cities, the Codebook and the Global Scholars virtual exchange program at globalcities.org. Direct inquiries to Linda Stuart, AFS at linda.stuart@afs.org or Jody Kaplan, Global Cities at jkaplan@globalcities.org.

New Report Provides Educators a Roadmap for Successfully Teaching Global Competency to Students

PRESS RELEASE

June 27, 2023, Boston

Global Cities’ New ‘Codebook for Global Student Learning Outcomes’ Provides Guidance for Designing, Evaluating and Implementing Curricula to Teach Students Life Skills

Boston – Global Cities today released its newest report to guide evaluators and teachers interested in determining how well students are demonstrating global competency learning in any program or classroom. The new report, the Codebook for Global Student Learning Outcomes, assists teachers in understanding how students are learning and what aspects of their curricula are sparking student learning of global competency skills.  

The Codebook will be released today at a Global Cities launch event at the Boston Museum of Science featuring global educators alongside Geoffrey Canada, President, Harlem Children’s Zone and Andreas Schleicher, Director for Education and Skills at the Organisation for Economic Co-operation and Development (OECD). 

The Codebook is based on research into the results of Global Cities’ innovative Global Scholars virtual exchange program. Through Global Scholars, students ages 10-13 engage virtually with peers around the world as they learn to solve global problems such as climate change. Global Cities is a program of Bloomberg Philanthropies.

“Recent global challenges, whether the Covid-19 pandemic or the acceleration of climate change, have made the need for global competency education clear and urgent,” said Marjorie B. Tiven, President and Founder of Global Cities, Inc. “This Codebook for Global Student Learning Outcomes was originally developed to identify global student learning outcomes in discussion boards and measure the extent to which that learning was taking place. It is the first tested tool for examining student writing to understand and measure to what extent and how students are demonstrating global learning over the course of a curriculum in any program or classroom.”

“In business, government, and philanthropy, innovation requires finding new ways to solve real world problems and then evaluating those efforts to determine if they are working,” said Michael R. Bloomberg, founder of Bloomberg LP, Bloomberg Philanthropies and the 108th Mayor of New York City. “That’s what Global Cities has done with the Global Scholars program. Its mission of teaching kids from around the world to appreciate each other’s culture, and solve global problems together, couldn’t be more important. This codebook is a critical next step in global education, providing teachers with a roadmap for determining whether students are learning the skills to be globally competent adults.”

“This codebook created by Global Cities gives educators a new set of tools to measure students’ progress and identify areas for improvement, to help students build the kind of critical thinking and communication skills that will benefit them in whatever field they pursue,” he said.

Students today are growing up in an age of borderless challenges, where the quality of their lives will be affected by decisions made by governments, businesses, and individuals around the world. Upon graduation, they will be expected to compete and collaborate in a global marketplace and will need to work together across cultures and borders to address the shared issues our world faces.

Global competency education prepares students to solve global problems, equipping them for a successful future in an increasingly complex and diverse world. The Codebook for Global Student Learning Outcomes is a unique tool for defining, teaching, observing, and assessing progress toward global competency.

“Global Cities provides the tools to make global competency education scalable and is putting the Codebook into the hands of the people who can actually educate students in a globally minded way,” said Andreas Schleicher of the OECD. “We should not make education less of an art. We need to make it more of a science so that good practice can become replicable, scalable, and visible.”

“I know, from my own work, how important it is to not only teach students that they have the power to change their communities, but also to show them how to develop the skills they need to do the work,” said Geoffrey Canada of Harlem Children’s Zone. “This means not only investing in our students, but also supporting our teachers with the latest technology and pedagogy.

“It is clear that Global Cities shares our vision for educating young people. Global Cities, Inc. has taken on the challenging task of defining, teaching, and measuring progress in global learning and shown that it is achievable. We need this kind of innovative and data-driven work to ensure all students have the tools they need to thrive in an increasingly complex and diverse world,” Canada said.

Denise Mazurik, Waiākea Intermediate Global Exchange Director and Teacher in Hawai'i used the Codebook after finding it on the Global Cities website, said: “Students were taking something away from the course I was teaching before, but I didn't have a way to monitor their progress over the course of a semester to see that growth and really be able to say, 'Look, this is the evidence. I know that this is where they started, and this is where they are now.' The framework and codebook have given me the tools to change what I'm doing in a way that is evidence-based, research-based, and in a way that I can measure."

Watch this video to see how Mazurik uses the Codebook to teach her students global competency skills. “Everything I need to design and assess the program is here,” she says. 

Rebecca Cherot, Assistant Head, Chipstead Valley Primary School (PACE Academy Trust) in London who has participated in the Global Scholars program, said: “I use the codebook as a teaching tool to show the difference between a basic idea, a more developed answer, and then a really high-quality answer. The children will observe, for example, that the high-quality post uses a real-life example or gives a source of evidence in their explanation. I then try to get the children to emulate those posts as much as they can in their own writing.”

"From my experience in teacher-training programs, I can assure you that what teachers value most is having indicators that give them evidence that learning is taking place applied to authentic student work examples,” said Monica Pereña Pérez, Adviser at the Superior Council for the Evaluation of Education in Catalonia and former Director of Multilingualism at the Catalan Ministry of Education. “This codebook is filled with rich and varied examples, organized to identify different levels of achievement. It will be really useful and helpful."

 “The Global Cities Codebook is an unprecedented addition to the literature about virtual exchange evaluation. It is rare for an evaluation tool to hold so much potential to be applied across varied contexts while also making room for young people’s diverse perspectives to shine,” said Henry Shepherd, Assistant Director, Stevens Initiative, a program of The Aspen Institute. 

Global Cities conducted the research featured in the Codebook with Out of Eden Learn (OOEL), a digital exchange provider and active research project at Harvard Graduate School of Education’s Project Zero. It is co-published by the Organisation for Economic Co-operation and Development (OECD).

 The Codebook makes it possible to identify when students demonstrate the knowledge, skills, attitudes, and behaviors that define global competency—and use these insights for effective instruction. It is grounded in Global Cities, Inc.’s work to advance global competency education through its student learning outcomes framework, tested instructional approach, and creation of tools needed to assess student progress.

Download the Codebook here, and learn more about Global Cities here. Media inquiries should be directed to Jody Kaplan, +1 917 689 9921.

# # #

About Global Cities, Inc.

Global Cities, Inc. has developed an innovative, data-driven approach to teaching, learning, and assessing global competency for K–12 students. We have identified and defined the knowledge, skills, attitudes, and behaviors that students need to be successful in today’s interconnected world. Through our innovative Global Scholars model of curriculum-guided virtual exchange, we have made global competency both teachable and measurable. Critical to the success of our Global Scholars model are the connections students make with peers around the world in e-classrooms, learning together how to solve global problems. Our research shows that our project-based curriculum, teacher professional development, and these peer-to-peer interactions produce significant growth in students’ appreciation for diversity, cultural understanding, global knowledge, and global engagement. We have tested strategies that drive growth in global learning and produced empirical evidence that students can demonstrate these global learning outcomes from a young age. Our Codebook for Global Student Learning Outcomes (2023) is a research-proven tool for researchers and educators to understand and measure to what extent students are demonstrating global learning in any program or classroom.

About Bloomberg Philanthropies

Bloomberg Philanthropies invests in 700 cities and 150 countries around the world to ensure better, longer lives for the greatest number of people. The organization focuses on five key areas for creating lasting change: the Arts, Education, Environment, Government Innovation, and Public Health. Bloomberg Philanthropies encompasses all of Michael R. Bloomberg’s giving, including his foundation, corporate, and personal philanthropy as well as Bloomberg Associates, a pro bono consultancy that works in cities around the world. In 2022, Bloomberg Philanthropies distributed US$ 1.7 billion. For more information, please visit  bloomberg.org, sign up for our newsletter, or follow us on  Facebook,  Instagram,  YouTube,  Twitter, and LinkedIn.

New Report Finds Innovative Digital Exchange Program Succeeds in Teaching Children Global Collaboration and Understanding

PRESS RELEASE

April 27, 2022, New York City

Global Cities’ e-Classroom Program Global Scholars Proves How Students Can Develop Global Competence
New Webinars for Teachers Will Help Scale Impact, Engage More Students

New research shows that students ages 10 to 13 in the Global Scholars program learned to communicate effectively with students in classrooms around the world, and to collaborate in developing solutions to some of humanity’s greatest problems, putting them on a path for global competency that will give them an advantage in the workforce of the future. The research provides important lessons for how these challenging skills can be taught in any K-12 classroom.

A report released by Global Cities, Inc., a program of Bloomberg Philanthropies, shows that its innovative education model of global digital exchange, Global Scholars, is helping students learn global competency. Successfully Educating Tomorrow’s Global Citizens: Teaching and Evaluating Global Competency in e-Classrooms reveals the power of peer connections to spark curiosity, enhance cultural understanding, drive interest in global issues, and help middle-school students recognize their ability to change the world. Global competency has not been part of most school curricula, largely because it has been considered difficult to define, teach, and measure. This research makes a compelling case for educators to embrace global competency and teach it any classroom, and new webinars launched today by Global Cities will help equip them to apply these findings.

Using an original methodology that analyzes student posts and replies in digital discussion boards in the Global Scholars program, the report—co-published by Bloomberg Philanthropies and the Organisation for Economic Co-operation and Development (OECD)—shows that the Global Scholars model results in student progress toward global competency. Global Cities collaborated with Out of Eden Learn of the Harvard Graduate School of Education’s Project Zero (Harvard) to conduct this research.

Students in the Global Scholars program follow a project-based curriculum about how to solve a global problem such as food insecurity or water pollution. With the oversight of teachers, they complete authentic assignments to research the problem’s local impacts and propose possible solutions, then exchange ideas in discussion boards with classmates around the world. For example, students in Taipei analyzed local news articles to understand different perspectives on how climate change is impacting weather patterns in their city. They then shared their findings in the e-classroom with students from eight cities worldwide. Students from Jacksonville replied that they identified similar impacts on weather patterns in their own city. Their discussion board posts and replies serve as a new primary source to learn about other countries and cultures. The research shows that this instructional approach works.

“The need for students to develop these global learning competencies is indisputable,” said Marjorie B. Tiven, founder and president of Global Cities, Inc.  “Engaging in constructive dialogue with people from many countries and cultures, researching complex problems, and developing thoughtful, equitable solutions that address the needs of entire communities—these are difficult tasks for adults, yet our educators report that students this age are accomplishing them in Global Scholars classrooms every day.”

Thomas Courtney, a Global Scholars teacher at Chollas-Mead Elementary School in San Diego said, “For me, it is truly amazing to actually see our students interact through the e-classroom where they write back and forth. Sometimes that is just enough. It really gets them going. And then all of a sudden, they get the desire to research. And that's when you know you've got them. That's that spark that I'm talking about.”

The new research has produced empirical evidence that students are in fact learning these global competencies, where in the curriculum they are learning, and how they are learning. This shows the value of discussion boards as a source for both learning and assessment, and that direct connections with peers in other countries are the secret ingredient to student engagement, capturing the curiosity of children ages 10 to 13.

“Communication and collaboration across cultures are increasingly critical skills for young people - not only for their careers, but for the communities and countries they will one day lead,” said Michael R. Bloomberg, founder of Bloomberg LP and Bloomberg Philanthropies, which supports Global Cities. “This new report demonstrates that investing in civic education that brings young people together across borders holds tremendous potential for student learning and growth. As the new webinars help more educators integrate Global Cities’ data-driven approach into their classrooms, we look forward to seeing more and more students reap the benefits.”

Jakes Mokoena, a Global Scholars teacher at Rembrandt Park School in Johannesburg, said, “The world is just one village now. So what happens in Kenya, what happens in Canada, what happens in Ghana, South Africa and USA affects all of us. And 10 to 13 is the right age for them to know what's happening globally, and then start asking questions about things that happened in the whole world. Global warming is not just happening here in South Africa. It's also affecting other countries. So this global learning is important. Very, very important.”

During the 2018–2019 school year, 15,698 students participated in the Global Scholars program from 51 cities in 25 countries.  The nine-month curriculum-guided program with 30 assignments generated approximately 111,000 individual posts and replies in digital discussion boards. The research was based on a representative sample of 1,167 posts written by students in 17 cities in 12 countries. The analysis found evidence of four global learning outcomes: Global Engagement, Appreciation for Diversity, Global Knowledge, and Cultural Understanding. While the research was conducted prior to the pandemic, its lessons about teaching and learning in a digital environment are more important than ever. A critical step was development of metrics to observe hard-to-measure outcomes.

Andreas Schleicher of the Organisation for Economic Co-operation and Development (OECD) emphasized that Global Scholars is a real program with a track record of success, and that the empirical data provides evidence that it works. “Global Cities has developed not just an intended curriculum, but an implemented curriculum. It’s an ecosystem and a learning environment in which global competency is developed and measured. I can see great value in finding ways to make global competency visible, because we will never improve what we cannot see.”

Key findings from the report include:

• Global Engagement: Students acknowledged their ability to change the world and demonstrated that they were willing to do so.

• Appreciation for Diversity: Thousands of students from dozens of cities worldwide were showing they could interact with one another in ways that were respectful, inquisitive, and substantive.

• Global Knowledge: Starting with a foundation of geographic knowledge, students both grasped the complexities of global issues and recognized their importance.

• Cultural Understanding: These 10-to-13-year-olds, who were just beginning to develop a sense of self and their own cultures, were understanding and appreciating cultural differences.

The analysis breaks new ground in measuring global learning. It is the culmination of a years-long process by Global Cities, Inc. to define global competency in terms of clear learning outcomes, develop a model of student digital exchange that promotes the development of global competency across all of these learning outcomes, and systematically measure whether participating students were making progress. As part of those efforts, Global Cities worked with Harvard to create a comprehensive codebook that enables researchers and educators to identify empirical evidence of 55 indicators of global learning. Harvard used the codebook to analyze a sample of student posts and replies, coding for all 55 indicators of the global learning outcomes, to determine the extent to which students were learning global competency.

The work “offers a new approach to what should be measured when it comes to learning,” according to Adam Gamoran, President of W.T. Grant Foundation, which invests in research with a particular focus on reducing inequality in youth learning outcomes. “It's not just dates, places, memorizing the capitals of countries, or the demographic patterns of countries. But rather, it's understanding culture, understanding experience, understanding diversity, understanding what it means to engage with counterparts in other parts of the world. Thinking of these as learning outcomes is also a contribution and can help set a direction for research in the field.”

Global competency equips students to collaborate on pressing issues that cross national borders. This research provides empirical evidence that it can be taught to students from a young age. “Now that this evaluation work is done, the next step is to put the findings into the hands of teachers,” said Liz Duraisingh and Carrie James of Out of Eden Learn of the Harvard Graduate School of Education’s Project Zero. “By making learning observable, the codebook can help teachers describe their students' progress, reflect on their own practice, and identify new opportunities for learning."

Today, Global Cities announced it is launching new webinars beginning in May for all K-12 educators interested learning how to teach and observe global competency in their classrooms. Every educator who believes that it is critical to begin early to prepare students for a globally connected world can benefit from these webinars. Read the full report here and the introductory letter by Marjorie Tiven here.

To learn more about the new webinars and the Global Scholars program, contact info@globalcities.org or Sandeep Lally, slally@globalcities.org. Media inquiries about Successfully Educating Tomorrow’s Global Citizens should be directed to Jody Kaplan, +1 917 689 9921

About Global Cities, Inc.

Global Cities, Inc. has extensive experience promoting global competency learning by using technology to connect students and educators, through its signature program, Global Scholars. It has gathered empirical evidence that these connections develop the skills that students need to be successful in today’s globalized world. It has shown how technology can offer unique opportunities for learning through dialogue and collaboration, and that interaction with peers is an incomparable motivator for kids, whether the connections take place in the local classroom or across national borders. What Global Cities has learned is relevant to all educators, whether they are teaching remotely or in physical classrooms, to ensure every child has access to the education they deserve. To learn more about Global Cities, Inc., visit us at globalcities.org, follow us on Twitter and Facebook, and register for a webinar about this research.

About Bloomberg Philanthropies

Bloomberg Philanthropies invests in 941 cities and 173 countries around the world to ensure better, longer lives for the greatest number of people. The organization focuses on five key areas for creating lasting change: the Arts, Education, Environment, Government Innovation, and Public Health. Bloomberg Philanthropies encompasses all of Michael R. Bloomberg’s giving, including his foundation, corporate, and personal philanthropy as well as Bloomberg Associates, a pro bono consultancy that works in cities around the world. In 2021, Bloomberg Philanthropies distributed $1.66 billion. For more information, please visit bloomberg.org or follow us on Facebook, Instagram, YouTube, and Twitter.

New Study: Data Shows How a Hands-On Approach to Digital Classrooms Expands Student Learning and Fosters Success

PRESS RELEASE

November 17, 2020, New York City

The Global Cities, Inc. Global Scholars program offers insights into how to engage students online as millions continue to attend school remotely

New research released today by Global Cities, Inc., a Program of Bloomberg Philanthropies, shows that students can build critical global engagement and competency skills and increase their self-confidence through participating in well-conceived digital classrooms—of particular relevance as the COVID-19 pandemic leads to more learning online. The study is of survey responses from more than 8,500 students, ages 10 to 13 in 47 cities around the world, enrolled in the 2018-2019 Global Scholars program—an interactive, yearlong digital learning program with strong support for teacher development. The analysis shows that students gained key attitudes and behaviors, building blocks needed to become globally competent adults.

Far From Remote: Survey Evidence of Student Learning in Digital Classrooms reports analysis of survey data by University of Texas at Austin sociologist of education Catherine Riegle-Crumb. It presents evidence that students’ global competency grew over the course of one year while participating in Global Cities’ Global Scholars program. In the Global Scholars model, classroom teachers around the world integrate the digital curriculum into core academic subjects, or electives, where students work to solve a global problem, completing project-based learning assignments and group projects. While doing research, using different digital tools, and proposing solutions, they draw on experience from their cities. Most importantly, these students interact directly with students from many countries in discussion boards in the secure Global Scholars digital classrooms. This online interaction with their peers clearly motivates students to learn.

The analysis in Far From Remote comes as millions of students across the United States and around the world attend school either partially or completely in a remote setting due to the pandemic. Today, Global Scholars continues to be led by teachers—either in person or, if school buildings are closed, via learning management systems such as Google Classroom. Their instruction prepares students to participate in the Global Scholars digital platform where they have continuous direct engagement with classes around the world.

 “Can kids learn in digital classrooms? This research on the Global Scholars program offers a clear answer in the affirmative,” said Marjorie B. Tiven, founder and president of Global Cities, Inc. “By combining teacher-led instruction, a digital curriculum, and student interaction in discussion boards, our research shows kids learning to believe in themselves and their ability to change their communities, completing projects, and sharing knowledge with their peers. The Global Scholars model holds relevant lessons now that schools around the world are using digital platforms for learning.”

Public affairs and political science professor Ester Fuchs of Columbia University, another of the report’s co-authors, pointed to the trove of data documenting Global Cities’ results-driven program. “Global Cities, like all of Bloomberg Philanthropies, relies on rigorous evaluation. We collected empirical data on multiple aspects of student learning, developed metrics, and demonstrated the relevance of this model.”

Riegle-Crumb analyzed pre- and post-program survey responses from more than 8,500 of the 15,698 total students ages 10 to 13 who participated in Global Scholars during the 2018-19 school year. The students who responded to the survey attended public school in 47 different cities across 24 countries and five continents. These students had a broad array of academic abilities, community settings, and initial levels of interest in global issues, yet strong majorities of all students bolstered their self-image as citizens capable of affecting others in their city and around the world, especially the students who started the program with low scores.

Global Scholars was able to make dramatic progress in stimulating and sustaining student interest in global learning. Riegle-Crumb said, “The significant gains for students who started the year with low scores were most striking to me as it shows the program was able to engage these students who self-reported being disengaged in this topic. That’s very meaningful.”

 The report reveals four main findings:

 1. Dramatic Gains for Low-Scoring Students

Students with low levels of interest and confidence at the beginning of the year reported remarkable progress, including in the attitudes and behaviors that support all learning. On a five-point scale, the average rating for students who initially thought that they could not be successful in class moved from 2.71 to 3.58—indicating that at the end of the program, those students believed they could succeed in school. In addition, students showed the most dramatic progress when it came to confidence in their own abilities to share and discuss global topics. Five percent, or 414 students, initially gave themselves low ratings in this domain, with an average rating 2.06. After the program, their mindset changed dramatically, with an average rating of 3.52.

 2. Growth in Global Engagement for All Students

Students were asked if they think their actions affect others in their city and around the world. At the start of the program, students agreed somewhat with these two statements, with an average rating of 3.56 on a five-point scale. After the program, across the whole population, agreement grew to an average of 3.74, a statistically significant difference. Notably, the students who began the year with the lowest scores on global engagement made the most progress, increasing from 1.89 to 3.23, a marked difference in a one-year program.

 3. Enduring Enthusiasm for Global Learning

Students were generally enthusiastic at the start of the year, with an average score of 4.28 out of 5. At the end of the program, that enthusiasm largely held fast, with an average score of 4.2. Young adolescents’ interests often change rapidly, and often decline. But in the Global Scholars program research shows that the participating students’ interest in global learning was sustained.

 4. Professional Development Produced Results

To ensure teachers can engage deeply with the curriculum, Global Scholars requires ongoing professional development throughout the year. Training sessions are delivered via interactive videoconference at five key moments of the program, before each new curriculum unit. Riegle-Crumb’s analysis shows the training makes a difference in students’ progress in global engagement and confidence in communicating global knowledge, particularly for initially low-scoring students. When they were taught by teachers who participated in all five development sessions, students’ average rating in global engagement jumped from 1.87 to 3.29 post-program. Notably, veteran teachers were more likely than novices to participate in all required sessions, suggesting that they found this opportunity worth their time.

In 2019-20, 17,000 public school students in 52 cities worldwide participated in the program. Cities included Barcelona, Buenos Aires, Buffalo, Ft. Lauderdale, Jacksonville, London, Madrid, Mumbai, New York City, Nur-Sultan, Paris, Singapore, Taipei, Tel Aviv, Toronto and Warsaw.

Media inquiries about Far From Remote should be directed to Jody Kaplan, +1 917 689 9921

About Global Cities, Inc.

Global Cities, Inc. has extensive experience using technology to forge connections among students and educators that promote learning, including through our signature program, Global Scholars. We also have gathered empirical evidence that these connections develop the skills that students need to be successful in today’s globalized world. We have shown how technology can offer unique opportunities for learning through dialogue and collaboration. Interaction with peers is an incomparable motivator for kids, whether the connections take place in the local classroom or across national borders. We have trained our worldwide network of educators to supervise and guide student learning on digital platforms and teachers have provided continuous feedback about what works. What we have learned is relevant to all educators—those who are facing the current challenge of teaching students at home, and those who will continue to benefit from technology as they return to physical classrooms—to ensure every child has access to the education they deserve. To learn more about Global Cities, Inc., visit us at globalcities.org or follow us on Twitter and Facebook.

About Bloomberg Philanthropies

Bloomberg Philanthropies invests in more than 570 cities and over 160 countries around the world to ensure better, longer lives for the greatest number of people. The organization focuses on five key areas for creating lasting change: the Arts, Education, Environment, Government Innovation and Public Health. Bloomberg Philanthropies encompasses all of Michael R. Bloomberg’s giving, including his foundation and personal philanthropy as well as Bloomberg Associates, a pro bono consultancy that works in cities around the world. In 2019, Bloomberg Philanthropies distributed $3.3 billion. For more information, please visit bloomberg.org or follow us on Facebook, Instagram, YouTube, Twitter, and TikTok.

EDUCATION LEADERS CONVENE TO PROMOTE AND IMPROVE GLOBAL LEARNING

PRESS RELEASE

January 31, 2019, New York City

Global and digital leaders are convening in New York City to promote and improve opportunities for teaching international understanding and engaged citizenship. In recent years these efforts have made a major leap forward with the Global Scholars digital exchange program operated by Global Cities, Inc. a Program of Bloomberg Philanthropies. This year the six-year-old program is connecting over 15,000 students in nearly 700 classrooms through its e-classroom discussion boards. The program’s students, ages 10 to 13, live in 50 cities across 25 countries. Digital technology is integral to the program, allowing students to collaborate with their peers across the world on a shared curriculum and—of equal importance— create and present their original work.

The Global Scholars program has succeeded because of excellent teachers and creative curricula, two essential drivers of student learning. The symposium convened today at Bloomberg Philanthropies with 76 representatives from Global Cities’ worldwide educator network. It highlighted student learning outcomes for global digital education and presented pathways toward formal evaluation. Symposium panels focused on recognizing and assessing student global learning in both physical and digital classrooms.

"There is no magic bullet for the divisions and misunderstandings that drive conflict around the world, but overcoming them starts with dialogue and communication," said Michael R. Bloomberg, founder of Bloomberg LP and Bloomberg Philanthropies. "By giving students the ability to interact with and understand different cultures, Global Cities’ Global Scholars curriculum is laying the groundwork for a more inclusive, tolerant, and prosperous future. Its new report demonstrates why it’s important that we continue to invest in these efforts and learn how to expand the promise of a global civics education for all."Global Cities has created a civics education program that ensures students are actually developing the skills and attitudes they need to be successful citizens in a globalized world.  This is the focus of Global Cities’ recently released paper, Evaluating Global Digital Education: Student Outcomes Framework, which identifies specific global learning outcomes and establishes how they can be recognized in classroom practice. Bloomberg Philanthropies and the Organisation for Economic Co-operation and Development (OECD) co-published the paper.

Global Cities also created an easily accessible grid to summarize student learning outcomes for global digital exchange and for global education more broadly: Global Competency Begins Here.

In global digital exchanges, students share their insights with international peers as they learn how to solve global problems. In doing so, students learn to understand other cultures and appreciate diverse points of view. John B. King, Jr., U.S. Secretary of Education in the Obama administration and president and CEO of The Education Trust, stated, “Every student deserves the opportunity to access an excellent education that enables him or her to succeed in today’s interconnected world. Global Scholars is a promising program that is providing international learning opportunities to significant numbers of students in urban public schools. I am honored to have joined the board at Global Cities, Inc., and I’m looking forward to seeing continued positive outcomes for the students served by this initiative.”

“I appreciate Global Cities’ approach to develop global competencies and collect evidence to measure progress in this field. Your white paper on evaluating global education based on student learning outcomes is such a pioneering study and makes a real contribution in advancing the education ecosystem on this topic," said Wendy Kopp, CEO and Co-Founder, Teach For All.

The Education Endowment Foundation’s (London) Kevan Collins observed, "The student outcome framework is a terrific piece of work and covers a number of bases. The case for global education is compelling and as well set out as I’ve ever seen. The outcomes framework takes the work to another level and demonstrates how, by working on this agenda, new information about the growth and development of critical skill and knowledge becomes available."

“Global Scholars equips students with clearly articulated skills and competencies which we know are essential for them to graduate ready to make good choices and to become global citizens,” said New York City Department of Education Deputy Chief Academic Officer for Teaching and Learning, Phil Weinberg.

The challenges and opportunities of educating informed citizens in the digital age was the subject of remarks at the symposium by Kevin M. Guthrie, president of ITHAKA, which works to advance and preserve knowledge and to improve teaching and learning using digital technologies.

Liz Dawes Duraisingh, principal investigator, Harvard Graduate School of Education, Project Zero, and co-director, Out of Eden Learn, presented an approach to analyzing observable behaviors in discussion boards and linking them to the empirical indictors of Global Cities’ student learning outcomes.

Professor Ester Fuchs, Columbia University School of International and Public Affairs, and Global Cities board member, served as rapporteur. Milbrey “Missie” Rennie Taylor, also a board member, served as the overall symposium moderator.

Marjorie B. Tiven, founder and president of Global Cities, Inc., assured symposium attendees, “The students in our network make me optimistic. The teachers are extraordinarily dedicated; they just need the tools to get the work done. I'm confident that global education will become a priority for school districts everywhere."

About Global Cities, Inc.

Global Cities Inc., a Program of Bloomberg Philanthropies, promotes skills that today’s youth will require for citizenship in tomorrow’s world. Global Scholars, its signature digital exchange program for children ages 10-13, operates in public school classrooms around the globe, helping students deepen their understanding of their own cultural and historical contexts and giving them intellectual tools to appreciate the opportunities and challenges faced by those living in other places. For an overview of our work, see Global Cities, Inc. https://bit.ly/2T0ilNF

Citation, “Tiven, M. B., Fuchs, E. R., Bazari, A., & MacQuarrie, A. (2018). Evaluating Global Digital Education: Student Outcomes Framework. New York, NY: Bloomberg Philanthropies, OECD ” https://bit.ly/2T0ilNF

Bloomberg Philanthropies: https://bit.ly/2DwPdIB

OECD: https://bit.ly/2B4RTLV

About Bloomberg Philanthropies

Bloomberg Philanthropies works in 480 cities in more than 120 countries around the world to ensure better, longer lives for the greatest number of people. The organization focuses on five key areas for creating lasting change: Arts, Education, Environment, Government Innovation, and Public Health. Bloomberg Philanthropies encompasses all of Michael R. Bloomberg’s charitable activities, including his foundation and his personal giving. In 2017, Bloomberg Philanthropies distributed $702 million. For more information, please visit www.bloomberg.org or follow us on Facebook, Instagram, Snapchat, and Twitter.

Media Contacts

About Global Cities, Inc. and Global Scholars: Meg Louis, +212‐618‐6345, cell +347-574-0882 mlouis@globalcities.org

About Bloomberg Philanthropies: Rebecca Carriero +212‐205‐0182, rebeccac@bloomberg.org

NEWS

OCTOBER 17, 2018

LIVE FROM MADRID: GLOBAL SCHOLARS EDUCATORS DISCUSS INTERNATIONAL COLLABORATION

In our first Facebook Live, we sat down with education leaders and classroom teachers from Taipei and Madrid to discussion international collaboration through Global Scholars. A delegation of Global Scholars educators from Taipei were visiting Madrid to deepen the professional connection begun in the e-classroom.

Participants in this Facebook Live included (left to right) Nicky Keefe—Host, Global Cities, Inc.; Lindsy Lee, Global Scholars Taipei hub leader; Angel Huerga Garcia, Global Scholars Madrid hub leader; Gladys Fanyn Yeh, Taipei teacher; José Vicente Sanchez, Madrid teacher.

Follow the ongoing conversation on Facebook!

Global digital education leaders convene in paris to define and evaluate student outcomes

PRESS RELEASE

October 23, 2017, Paris – Embracing a global competency agenda —integrating new concepts and skills into school curricula to give students the skills and the habits of mind they need to be successful in tomorrow’s workforce and the global future—is the topic of today’s symposium sponsored by Global Cities, Inc., A Program of Bloomberg Philanthropies. Global Cities is hosting the conference in collaboration with the Organisation for Economic Co-operation and Development (OECD), which will start testing for global competence among 15-year-olds in 80 countries in its 2018 PISA exams. The conference is also a side event of this year’s Paris CityLab meetings.

Michael R. Bloomberg, three-term Mayor of New York City and philanthropist, opened the meeting, highlighting “the critical need to give students the ability to interact with and understand different cultures.” Bloomberg emphasized that “all the big challenges facing our world are global: fighting climate change, defeating terrorism and food insecurity, reducing poverty, preparing students for success in a changing economy. The more we work together, across borders, the faster we can make progress on all these challenges.”

In its fifth year of operation, Global Cities is a leader in global learning and international digital exchange. This year, more than 11,000 students, ages 10 to 13, in 26 countries are participating in its programs. Participants in today’s meeting, Students and the Global Edge: Evaluating the Global Education Experience, are previewing a white paper identifying measurable student outcomes. The work draws on several years of significant experience in its Global Scholars program.

Marjorie B. Tiven, Founder and President of Global Cities, Inc., delivered the charge to the meeting’s 60 attendees in opening the event: “We need to develop students’ abilities to solve complex problems. Global learning—appreciation for diversity, cultural understanding, global knowledge, global engagement—is an important part of what our schools have to teach. Our schools need to ready students to become thoughtful stewards of the human future.” Tiven added her gratitude to the many global learning leaders and organizations sharing Global Cities’ dedication to preparing students for their roles as world citizens.

Symposium participants include Sir Michael Wilshaw, formerly Chief Inspector of Schools in England and former head of the Office for Standards in Education, Children’s Services and Skills (Ofsted); Andreas Schleicher, OECD Director of Education and Skills; Ester R. Fuchs, Professor of International and Public Affairs at Columbia University; Tony Travers, Director of Government at the London School of Economics; and Morris J. Vogel, former president of New York’s Lower East Side Tenement Museum.

Educators from 14 countries are joining symposium participants for a thoughtful discussion on best practices for defining and evaluating student outcomes in global competence and the field of international digital exchange.

About Global Cities, Inc.:

Global Cities, Inc., A Program of Bloomberg Philanthropies, works to cultivate the next generation of global citizens and to improve how cities across the world connect and communicate. Its signature program Global Scholars connects more than 11,000 students ages 10 to 13 to one another through a shared original curriculum and a secure e-classroom. There is no charge to schools for participation in Global Scholars. For more information, please visit www.globalcities.org.   Follow us on Facebook and Twitter @GlobalCitiesOrg.

About Bloomberg Philanthropies:

Bloomberg Philanthropies works in more than 120 countries around the world to ensure better, longer lives for the greatest number of people. The organization focuses on five key areas for creating lasting change: Arts, Education, Environment, Government Innovation and Public Health. Bloomberg Philanthropies encompasses all of Michael R. Bloomberg’s charitable activities, including his foundation and his personal giving. In 2016, Bloomberg Philanthropies distributed over half a billion dollars. For more information, please visit bloomberg.org or follow us on Facebook, Instagram, Snapchat and Twitter @BloombergDotOrg.

Global Scholars Featured in Council of the Great City Schools Newsletter

NEWS

April 13, 2017 - Global Cities, Inc. was highlighted in Urban Educator, the Council of the Great City Schools' newsletter, for its work bringing Global Scholars, an international virtual exchange, to big-city school districts in the United States, including New York City, Boston, Buffalo, Fort Lauderdale, Jackonsville and Miami. Read More

New Reports Look at The Future of International Digital Learning, K-12

PRESS RELEASE

February 28, 2017, New York – A new generation of online exchange programs such as Global Scholars is connecting students across borders and cultures and offering global experiences to students who would not have this opportunity without advances in modern technology. Two reports published today explore the value of these international digital exchanges in developing students’ global knowledge, tolerance of diversity, cultural understanding and respect for different perspectives. Broadly-inclusive global learning is of particular relevance as xenophobic trends grow, world problems become increasingly interconnected and complex, and cities are challenged by the needs of diverse populations.

The Future of International Digital Learning, K-12 by Marjorie B. Tiven draws on expert testimony at the May 2016 Global Cities Symposium, the first gathering of its kind to explore the practice and promise of international digital exchange. The companion piece, Top Ten Questions to Ask About Global Digital Exchange, offers education leaders a decision-making tool. The Symposium convened civic leaders, academics and officials from 20 large U.S. school districts, as well as Barcelona, London and Warsaw. Both the Symposium and the reports reflect the frontline experience of Global Cities, Inc., a program of Bloomberg Philanthropies, which operates the digital exchange Global Scholars. The program connects more than 10,500 students ages 10-13 on five continents through secure e-classrooms and a shared curriculum that promotes global learning as well as digital proficiency, critical thinking, and communication skills.

“When we give students positive experiences with students from other countries, we not only enhance their educational journeys, we lay the foundation for a more peaceful world,” said Michael R. Bloomberg, 108th Mayor of the City of New York, speaking at the May Symposium.

Harvard Professor of Education Fernando Reimers, a keynoter at the Symposium, said: “A global education must be part of every child’s education. The Global Cities Symposium reports will be invaluable to all those who are working to educate citizens of tomorrow.”

“It is a question of equity,” said LaVerne Srinivasan, Vice President of the National Program and Director of the Education Program at Carnegie Corporation of New York. “Technology has made it possible for everyone to experience different cultures and perspectives, not just those students who can afford to travel or study abroad. These clear and timely reports can help educators find the program that fits their needs best, to the great benefit of both students and teachers.”

The Future of International Digital Learning, K-12 presents a framework that can help educators make the most of international digital exchange programs. Key questions addressed include: What characterizes an effective exchange? What is known about how these programs impact student learning and broad curricula goals? How can educators help students communicate in a global forum, consider new perspectives, and other skills of global competency? What practical advice comes from school districts that have piloted digital exchanges? The companion report, Top Ten Questions to Ask About Global Digital Exchange, equips educators to assess global education products and services.

The City of New York is among the 46 cities currently participating in Global Scholars e-classrooms, with students at 14 NYC Department of Education middle schools. NYC Department of Education Deputy Chancellor Phil Weinberg said, “Global Scholars provides our students with an innovative approach to teaching and learning, turning classroom experiences into global experiences as they tackle relevant problems with peers from across the globe. This prepares young people to contribute to the city and the world as critical thinkers, problem solvers, and collaborators.”

In Barcelona, where 32 schools participate in Global Scholars, the Catalan Regional Ministry of Education has set the program as one of the region’s priorities. “Global Scholars helps students use English in a formal and subtle way,” said Mònica Pereña, Deputy Director General of Language and Multilingualism. “In the digital classroom, students have to find strategies to understand the same thing said in different ways—and they learn that what they are doing in their city may be done differently in other cities.”

In addition to Mayor Bloomberg, civic leaders attending the Symposium included Michael A. Nutter, 98th mayor of Philadelphia, who reflected on the critical importance of educating students to interact thoughtfully with the world beyond their classrooms. Also participating in the Symposium were directors of the international digital exchanges Kizuna Across Cultures, Out of Eden Learn, and Reach the World.

The full reports are posted both on the Bloomberg Philanthropies website: http://bit.ly/2ktt1Gg and on the Global Cities website: www.globalcities.org.

BARCELONA SCHOOL CELEBRATES Global Scholars PROGRAM AND VISIT

NEWS

November 14, 2018 - L’Institut Rafael Casanova spotlighted Global Scholars on its blog, as students and teachers welcomed education managers and leaders from Global Cities in New York City. The Global Cities team visited several schools in the region, an important Global Scholars hub with 35 participating schools, reaching more than 1,400 students. Read More [This story is in Catalan; for translation into English, we recommend opening with Google Chrome; an option to translate the page will appear on the upper right.]

Global Cities, Inc. Convenes Representatives from Over 20 U.S. School Districts & Educators from Europe to Promote Early Global Digital Education

PRESS RELEASE

Notable speakers included Mayors Michael R. Bloomberg and Michael A. Nutter as well as U.S. Assistant Secretary of State for Educational & Cultural Affairs, Evan Ryan

May 12, 2016 – New York  – Twenty-five U.S. school districts from 16 states participated in a symposium on global digital education convened by Global Cities, Inc., a program of Bloomberg Philanthropies. More than 20 of the school districts were from the largest school districts in the U.S. including New York, Los Angeles, Miami, Las Vegas, Ft. Lauderdale and Houston. In addition, the symposium was attended by educators from Barcelona, London, and Warsaw.

Michael R. Bloomberg, three-term Mayor of New York City and philanthropist addressed the symposium and said, “Combating the ignorance that breeds fear and intolerance begins with young people…and giving students positive experiences with students from other countries doesn’t just enhance their education journeys, it strengthens the fabric of our societies. Every local challenge has a global connection; and in order to be good citizens today, we must be global citizens, too. That’s why programs that bring students from diverse cultures together are so important. And it’s also why technology is so critical to the idea of global citizenship.”

At today’s symposium, held at Bloomberg Philanthropies, educators and global digital experts discussed how to expand American students’ access to international learning opportunities. Participants explored how Internet-based activities and peer to peer exchanges can develop students’ global citizenship. Key to success is motivating students to investigate the world, appreciate cultural differences, and gain digital literacy.

“Global education is the great common ground that drives human progress forward. It is our first line of defense against the growing tide of inequality and prejudice in U.S. cities and around the globe,” said Michael A. Nutter, former Mayor of Philadelphia, in his keynote conversation with Harvard University Professor Fernando M. Reimers. “As the world changes, we must equip the young with skills to work with others who may not share their own worldview in order to collaborate on today’s challenges,” said Professor Reimers.

The symposium presented alternative global digital education models to meet the varied needs of school districts. In addition to the Global Scholars program operated by Global Cities, Inc., school districts heard from Kizuna Across Cultures; Out of Eden Learn, Project Zero, Harvard Graduate School of Education; and Reach the World.

Symposium participants were welcomed by Assistant Secretary of State for Educational and Cultural Affairs Evan Ryan. “Young people who have a chance to experience different perspectives early in life have a better chance at developing the skills, empathy, and cooperative spirit that we need to face the great challenges and possibilities of this changing world,” said Secretary Ryan.

Founder and President of Global Cities, Inc. Marjorie B. Tiven said, “With the rise of intolerance and isolationism around the world, we must educate our children at an early age to engage with each other to solve problems. Technology allows us to easily connect students from distant cities in their classrooms to discover what they have in common and to become truly global citizens.” She served as NYC Commissioner of the Mayor’s Office for International Affairs, 2002-2013.

The Global Scholars program connects classes of 10 to 13-year old students in multilateral e-classrooms.  It benefits both teachers and students through its project-based experiential learning model.  Students use an interactive, multimedia online classroom and original curriculum materials to communicate about important global issues with their international peers. Teachers gain year-round professional development and a connection to a worldwide network of educators.

Barcelona news: Escoles globals: alumnes que canvien el món/Global schools: students changing the world  (Diari Ara)

Global Cities, Inc. Launches its Digital Classroom in Barcelona

PRESS RELEASE

November 10, 2015 – Barcelona, Spain – Global Cities, Inc., a program of Bloomberg Philanthropies, recognized Barcelona as a major hub for Global Scholars, its international digital classroom, at an event for educators from the Catalan Regional Ministry of Education. Thanks to their efforts, 762 students in 22 of their schools are enrolled in Global Scholars —16 in Barcelona and two each in Girona, Lleida, and Tarragona. Global Scholars is a peer-to-peer, technology-based program that fosters knowledge of global issues among the next generation.

Catalonia schools join more than 7,000 students worldwide from 51 cities in 24 countries on six continents in the innovative project-based curriculum that students and educators applaud. Other hub cities include Buenos Aires, Delhi, Istanbul, London, Madrid, Medellín, Mumbai, New York, Taipei, Tel Aviv and Warsaw. The Global Scholars program serves additional cities as far-flung as Accra, Cape Town, Jakarta, Melbourne, Moscow, Prague, São Paulo, St. Petersburg and Tbilisi. This international cohort is matched by an equal number of students from 13 cities in the United States.

Global Scholars reaches students at a critical age in their development – 10 to 13 years old — to expand understanding of the cross-cultural and technological world in which they live. Global Scholars provides educators and students the rare opportunity for international learning with their peers. The shared curriculum makes it possible for students from diverse cultures to have a conversation about an important topic and learn from one another. This year’s topic, Building Better Cities, focuses on environmental sustainability.

Each class is in direct communication with students in 10 to 12 other cities from diverse geographic areas. The program has a strong focus on digital projects with the objective of developing the skills needed in the 21st century workplace. Students create videos, design websites, infographics and other digital presentations. At the end of the year, they develop and implement a community action project to address the global issue they have studied. This unit allows practical application on the local level and introduces students to the idea that they can make a difference.

Barcelona is a multilingual city. The Catalan Regional Ministry of Education identified the Global Scholars program as a way to integrate English language instruction with content in geography, natural sciences, and math.

Secretary of Education Policies Joan Mateo said, “Global Scholars offers our schools an excellent opportunity to participate in an international project that enables debate about topics of global interest. Through this program, teachers and students connect with schools in cities all over the world. The children acquire a wider perspective that will help them develop their critical thinking skills and creativity. Our participation in this program also means an opportunity to consolidate learning a foreign language, as all exchanges with teachers and students from other countries are done in English. Participating in programs like Global Scholars is part of the general strategy of this government so that our students adequately acquire and develop the skills they will need for their academic and professional success.”

The program is popular among educators because it engages students. The head teacher of English at Institut Bisbe Berenguer, Carlos Silva Campanon, said, “The most interesting thing about Global Scholars is reality; real conversation about real challenges. It makes English much more interesting because they communicate with students their own age who are experiencing the same things in other cities. It is a real shift from 10 years ago, bringing reality into the classroom.”

Maialen Prieto, Head of Studies of Institut Bisbe Berenguer, described how Global Scholars is a unique learning experience for the world in which her students live. “Multiculturalism is a fundamental notion in our changing world. People are the same all over the planet, and you can only get to find this out if you are given the chance to check it out in real life.”

Referring to the importance of this program in her own school, Ms. Prieto said, “Taking part in international education projects such as Global Scholars is a central issue for students like ours. Giving them the opportunity to get in touch with students from other countries and cultures is a prospect they would probably never have had otherwise.”

The founder and president of Global Cities, Inc., Marjorie B. Tiven, said, “Without ever leaving their classrooms, Catalan students now work directly with peers in cities around the world. They learn how they see things similarly and, sometimes, differently. They are excited to introduce their own city and eager to learn about the cities of others in their digital classroom. We commend the Catalan Regional Ministry of Education for offering Global Scholars participation in 22 schools. Using technology-based curricula, students are studying global topics, increasing their digital literacy, and connecting with the world.”

Global Cities, Inc. Positioned for Expansion in Warsaw

PRESS RELEASE

May 20, 2015 – Warsaw, Poland – Global Cities Inc., a Program of Bloomberg Philanthropies, is positioned for expansion in Warsaw after its successful launch of Global Scholars, the international e- classroom. A three-school pilot program took place during the 2014-2015 school year with the endorsement of Mayor Hanna Gronkiewicz-Waltz. Officials of Global Cities, Inc. met with principals and teachers from 26 Warsaw schools about offering this digital initiative in additional classrooms. The meeting was hosted by Joanna Gospodarczyk, Director of the Warsaw Bureau of Education, at the Warsaw Centre for Socio-Educational Innovation and Training.

Global Scholars, an innovative education program that encourages communication and global awareness, was developed to address the need for international learning in our increasingly polarized yet interdependent world. Students in 123 classes from 32 cities in 19 countries across six continents are connected through an e-classroom, making it a truly international, peer-to-peer initiative for students ages 10 to 13. The curriculum is designed to recognize multiple perspectives, as well as to emphasize specific technolo- gy skills, English literacy and digital communication.

Mayor Hanna Gronkiewicz-Waltz said, “We are open to participation in innovative and international education programs implemented by Warsaw schools. As a result young Warsaw citizens are given the op- portunity to develop their language and IT skills. Thanks to the cooperation and direct contact with their peers from various countries, they are given the chance to strengthen their attitude of openness and over- come any barriers, including language barriers. Global Scholars is just such a program.”

Global Cities Founder and President Marjorie B. Tiven said, “Mayor Hanna Gronkiewicz-Waltz had the vision to try this initiative in Warsaw and we are thrilled the pilot was successful. The Warsaw Department of Education recognizes that Global Scholars is an international learning opportunity for teachers as well as students. Teachers interact live through scheduled professional development sessions via video conference.”

Joanna Gospodarczyk of the Bureau of Education said, “What is valuable in this program is the broad support for educators. In addition to the opportunity to use teaching materials and methodology, they are provided with the chance to participate in professional development webinars. This means that educators are able to improve their teaching and language skills. Importantly, Global Scholars fits in perfectly with the objectives of the Warsaw Educational Support Program for the years 2013-2020. Warsaw is open to development and innovation initiatives, and that is why we are planning to continue to further promote the project and the ideals behind it.”

The participating schools are: Szkola Podstawowa No 314; Janusz Korczak’s Primary School No 146; and Zespol Szkol No 115, Gimnazjum No 105.

Global Cities, Inc. Expands its Digital Classroom in Madrid

PRESS RELEASE

February 28, 2015 – Madrid, Spain – Global Cities, Inc., a program of Bloomberg Philanthropies, is expanding its Global Scholars initiative in Madrid. Six Madrid schools have successfully piloted the project during the 2014-15 school year. The Regional Ministry of Education is eager to expand this innovative international, peer-to-peer, technology-based program that fosters global awareness amongst the next generation. This week Global Scholars presented its digital classroom and curriculum to 38 primary and secondary public school principals.

Director General for the Betterment of Education Sr. D. Pablo Hispán Iglesias de Ussel said, “We are impressed with Global Scholars’ well-structured program that motivates students to engage with their peers in other countries and exchange ideas about important global issues in English.”

One hundred and twenty-three classes from 32 cities in 19 countries on six continents are enrolled in Global Scholars. These cities are as far-flung as Accra, Buenos Aires, Cape Town, Istanbul, London, Jakarta, Manila, Melbourne, Moscow, Prague, São Paulo, St. Petersburg and Tbilisi. In some cities, multiple schools participate, including Madrid, Medellin, New York, Taipei, Tel Aviv, Warsaw and Mumbai. Recent additions include Boston, Cape Town and two cities in Kazakhstan.

Global Scholars uses a digital platform that enables students age 10 to 13 to engage in a conversation in English about an important global topic which is the subject of a shared curriculum. This year the subject is water– its scarcity and conservation. The overall goal is to increase understanding across cultures by providing an interactive experience with students of the same age from other countries. Global Scholars also fosters an international dialogue amongst teachers.

Deputy Director General for Innovation Sra. Dª María Mercedes Marin said, “This program is unique in that it addresses primary school students and truly motivates them to use their English language skills because they are communicating with peers all over the world about subject matter that is important to them. They are very proud to be members of the Global Scholars community and parents are delighted that their children are actively engaged.”

Isabel Luengos, Department Coordinator for Innovation Programmes said, “Students take pride in representing their own city, and begin to think about their role as urban citizens. Their online classmates are from seven or eight other cities, and in addition to working on the curriculum topic, they are learning about each others’ realities.”

Marjorie B. Tiven, President of Global Cities Inc. said, “Six Madrid schools have successfully demonstrated how to teach global awareness education integrated into their own curriculum. Few students of any age have opportunities for international learning. Global Scholars targets a young age group in public schools. In Madrid, I saw how excited the students were to participate.” While in Madrid, Tiven also addressed the 2015 closing ceremony of the Global Classrooms/ Model UN program.