Community Colleges and Global Education
Airlie I: Building the Global Community: The Next Step
The participants in the first ACIIE/Stanley Foundation conference at Airlie Center, charged with drafting the policy direction and implementation strategies for global education in community colleges, adopted the following mission statement: "To ensure the survival and well-being of our communities, it is imperative that community colleges develop a globally and multiculturally competent citizenry."
They went on to state that community colleges must provide an educational experience which advances knowledge and understanding in five areas:
Human resources, values and culture
Global environment and natural resources
Global peace and conflict management
Change and alternate futures
Strategies to accomplish this mission were organized under six categories:
The technological frontier
Consultation with other nations
Coordination of community college efforts
Celebration of our commonalities, our differences, and our interdependence
Airlie II: Educating for the Global Community: A Framework for Community Colleges
The second Airlie conference was convened to examine two questions:
What does it mean to be a globally competent learner?
What is required institutionally for community colleges to produce globally competent learners?
The participants agreed on the following definition of global competency: "Global competency exists when a learner is able to understand the interconnectedness of peoples and systems, to have a general knowledge of history and world events, to accept and cope with the existence of different cultural values and attitudes and, indeed, to celebrate the richness of this diversity."
They went on to determine that the globally competent learner possesses nine primary characteristics:
If community colleges are to produce such learners, institutions will be required to
The forces which restrain efforts to globalize community colleges were grouped under the rubrics: Attitudes, Practices, Priorities, and Marketing.
Strategies devised to counter the obstacles to systemic support for global education were categorized as follows:
Beyond the community college campus, the goals of global education can be advanced through