Preparing the Next Generation for the Global Age

Such programs, rare a decade ago, are increasing around the United States today. And they are replicable. The teachers and administrators at these schools are but a few of those who know the vital importance of reaching beyond America’s borders in defining the topics for instruction. They aim to teach about global topics not as separate courses or “add-ons,” but as an integral part of regular instructional activities.

These programs are reaching well past the demands of basic standardized tests and lecture classes, the framework of so many middle and high schools, to define the skills and competencies today’s students will need both for the workplace of the 21st century and for the opportunities of global citizenship. A connection to a school in another part of the world has become a common classroom tool in these schools. Language classes are starting at earlier ages and are focusing on communication, rather than on grammar alone.

Major global companies based in the U.S. have long been supporters of school reforms based on standards and accountability. To promote these critical international knowledge and skills, business leaders and philanthropies should ask policymakers to emphasize their importance and help schools to “scale-up” innovative programs. Corporate philanthropy is well positioned to play an essential part in encouraging giving that supports international studies, world languages and technology-enabled exchanges that link students in the U.S. to peers throughout the world.