Missing Links: Global Citizenship Education in the Accreditation Landscape
January 29, 2024
Here’s our reflection: if accrediting bodies do not specifically include definitions and benchmarks for global citizenship education, can we reasonably expect schools to support GCE? (ie: professional development, funding for student-led initiatives…)
- Why does accreditation matter?
According to the ACS WASC website:
- Assures a school community that the school’s purposes are appropriate and being accomplished through a viable education program — a trustworthy institution for student learning.
- Validates the integrity of the school’s program and transcripts.
- Provides a process for regularly examining programs, processes, and data around school goals and student learning through data analysis, reflection, inquiry, and dialogue.
- Builds a professional culture to support the schoolwide action plan.
- Fosters the continuous improvement of the school’s programs and operations to support student learning.
- Provides valuable insight from fellow educators visiting the school.
- What is accreditation?
“Accreditation is the act of granting credit or recognition, especially to an educational institution that maintains suitable standards.” Accreditation and Global Citizenship - A query
Recently, to understand better what schools might be asked about for accreditation in terms of service, sustainability, and global citizenship education, I went to the websites of three prominent accrediting agencies: CIS (Council of International Schools), WASC (Western Association of Schools and Colleges), and NEASC (New England Association of Schools and Colleges).
I typed "global citizenship" on the websites of these accreditation bodies. The results surprised me! Out of the three bodies researched, two of them—WASC and NEASC—yielded ZERO hits:
On CIS’s website, I found these results:
While the absence of the term "global citizenship" in the specific search results does not necessarily negate its importance within the two accreditation bodies' broader frameworks, it did prompt me to consider the depth and explicit inclusion of such essential values in the standards.
What do you think? Do you think global citizenship, sustainability education, or service learning deserve more “limelight” in the accreditation process? MAD Courses would love to hear your take.
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