Out of School Time

Out of school time is a springboard for both deep dives into rich content and initial exposure to ideas and understanding about the world that most children rarely have the opportunity to visit during the school day. Afterschool programs wishing to incorporate both deep and shallow dives into global content and looking to integrate global competence within their programs need to take into account their program structure, community context, leadership and staff expertise, and other resources that can contribute to their efforts.

Asia Society has built a self-assessment tool that allows stakeholders to reflect upon their programs in eight domains. Within each domain are indicators that provide a clear definition of what a beginning, emerging, proficient, or exemplary program looks like.

Whether you are just getting started or have been integrating global for a long time, most programs aren’t expected to excel in all areas. The assessment simply provides the opportunity to reflect where a program is, where there are gaps in perception, and what to strive for in future program growth.

On their website, Asia Society describes and defines the categories assessed as:

  • Vision, Mission, Culture, and Environment — Does the program articulate a clear global learning mission, vision, and set of goals?
  • Organizations and Management — Do the program leaders develop an intentional structure to maximize global learning throughout the program for all students?
  • Program Planning — Does the program offer a range of global learning opportunities that develop academic, social, and emotional skills in multiple settings?
  • Program Delivery — Does the program harness a variety of teaching and learning methodologies that support the acquisition of global competence?
  • Youth Development and Outcomes — Does the program provide learning opportunities that help students make achievements in all four areas of global competence?
  • Professional Development — Does the program recruit, hire, and develop a staff that is sufficiently capable to provide global learning to youth?
  • Families, Communities, and Partnerships — Does the program value and leverage the role that families and community partners play in fostering global learning?
  • Program Evaluation — Does the program identify specific outcomes for its global goals and measure its progress?

You can learn more and engage with the Asia Society Extended Learning online toolkit here. To learn more about programs Longview has engaged with and supported, visit our Resources and Grants awarded pages. You can also tell us more about your efforts to integrate global ideas into your program or system.