The Education in our Three E’s Focus (Engagement, Entertainment and Education) revolves on delivering global competency and 21st Century skills to children ages 4-8. Every story explores the answer to this basic question: “how do you collaborate with people from different countries to maximize resources, foster innovation and find sustainable solutions to social concerns?” Further, we incorporate creative use interactive features such as audio-control, an “on-demand” glossary, and read-along to boost literacy skills for readers of all levels. These areas, combined with creativity, imagination and inspiration by children as consultants are guiding principles behind our Sleepover adventures.
Some useful quotes on global education:
“The international achievement gap is imposing on the United States economy an invisible yet recurring economic loss that is greater than the output shortfall in what has been called the worst economic crisis since the Great Depression. . . . . A recent study carried out by the OECD, in collaboration with the Hoover Institute at Stanford University, suggests that a modest goal of having the United States boost its average PISA scores by 25 points over the next 20 years – which corresponds to the performance gains that some countries achieved between 2000 and 2009 alone – could imply a gain of USD 41 trillion for the United States economy over the lifetime of the generation born in 2010 . . .” — – Organisation for Economic Co-Operation and Economic Development (OECD), “Strong Performers and Successful Reformers in Education, Lessons from PISA for the United States”
“The second one [achievement gap] is the global achievement gap, as I’ve come to call it—the gap between what even our best suburban, urban and rural public schools are teaching and testing versus what all students will need to succeed as learners, workers, and citizens in today’s global knowledge economy.” — Tony Wagner, The Global Achievement Gap
“Across the United States, states are grappling with the question of how to produce workers who can be competitive in the 21st century global economy. A converging set of powerful economic, technological, demographic, and national security developments requires a citizenry and workforce that are far more internationally knowledgeable, competent, and adept in world languages and cultures—able both to compete and to collaborate internationally. Education is at the core of our response to globalization.” — Asia Society, “Putting the World into World-Class Education” Report
“Critical to developing global skills is fostering student engagement and interest in world affairs. A good factual foundation and a positive disposition to continue learning about global affairs will serve students better than many facts taught in boring ways or than a curriculum that caricaturizes world history or social studies.” — Fernando M. Reimers, Harvard International Review (http://hir.harvard.edu/rethinking-finance/global-competency)
“The aim is no longer just to provide a basic education for all, but to provide an education that will make it possible for everyone to become “knowledge workers”. . . . The implication is that the yardstick for educational success is no longer simply improvement by national standards, but the best performing education systems internationally” — Organisation for Economic Co-Operation and Economic Development (OECD), “Strong Performers and Successful Reformers in Education, Lessons from PISA for the United States”