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Globalization
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are not totally far-fetched.

Globalization has affected workforce demographics, as well. Today's workforces are characterized by greater diversity in terms of age, gender, ethnic and racial background, and a variety of other demographic factors. In fact, management of diversity has become one of the primary issues of 21st-century business.

Distribution of world GDP, 1989
Quintile of Population Income
Richest 20% 82.7%
Second 20% 11.7%
Third 20% 2.3%
Fourth 20% 1.4%
Poorest 20% 1.2%

SOURCE: United Nations Development Program. 1992 Human te standards for aesthetic, economic or recreational values, certain fundamental moral values are considered necessary for all citizens to hold. Further, while many personal values might be a commitment to such foundations of a democracy as freedom of speech, equality and fairness in the treatment of persons.
While families and communities will continue to take responsibility for the maintenance of certain societal and cultural values including moral values, this does not exempt schools from their responsibilities in this area. The emphasis desired by Saskatchewan Education is to help students acquire fundamental moral values stemming from respect for persons through rational and humane processes. Thus, the concept of moral relativism (a belief that when dealing with moral issues any decision is as good as any other) is not sanctioned.
The Teacher's Role
It is important to emphasize that discussion of the teacher's role in developing personal and social values and skills builds upon the other chapters in this handbook. While we are not repeating our descriptions of the teacher's role in fostering the abilities contained in the other C.E.L.s, it is important to remember that they apply equally here. This is particularly true of the role for the teacher developed in Critical and Creative Thinking and Independent Learning.
Within what is perhaps the most demanding, challenging and comprehensive of all the responsibilities which educators share, several interrelated areas need to be examined. These areas include: the models of moral reasoning and moral behavior which teachers display in their actions and the classroom structures which they establish; the overall climate of the school; institutional supports for Personal and Social Values and Skills; and the opportunities provided within the Required Areas of Study for developing moral reasoning and promoting self, interpersonal, and cross-cultural understandings.
While the abilities and understandings of this C.E.L. develop gradually and are shaped both by negative and by positive experiences with others, a single compassionate and fair-minded teacher has a powerful and long-lasting positive affect. A good starting point for understanding this potential is to look at teacher behavior that is consistent with respecting persons.

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