GLOBAL COMPETENCE

FRAMEWORK
 The framework
depicts the four
dimensions of global
competence
encompassing the
development of
knowledge, values,
attitude and skills that
flow along parameters
of attaining such
competency.
 GLOBAL COMPETENCE
Global competence refers to skills, values and
behaviors that prepare young people to thrive in a
diverse, interconnected and rapidly changing world.
It is the ability to become engaged citizens and
collaborative problem solvers who are ready for the
workplace.
 GLOBALLY COMPETENT INDIVIDUALS
• Can analyze and rationalize local, global and
intercultural issues.

•Understand and appreciate different perspectives

and worldviews.

•Interact successfully and respectfully with others.

•Take responsible action toward sustainability and

collective well-being.
 PROMOTING GLOBAL COMPETENCE IN SCHOOLS
Schools play a crucial role in helping young
people to develop global competence. They can
provide opportunities to critically examine global
developments that are significant to both the world
and to their own lives. They can teach students
how critically, effectively and responsibly use
digital information and social
media platforms.
 Schools can encourage intercultural
sensitivity and respect by allowing students to
engage in experiences that foster an
appreciation for diverse peoples, languages and
cultures (Bennett, 1993; Sinicrope, Norris and
Watanabe, 2007)
 Schools are also positioned to enhance
students' ability to understand their place in
the community and the world and improve
such ability to make judgements and take
action (Hanvey, 1975 in PISA, 2018).
 THE NEED FOR
GLOBAL COMPETENCE
 THE NEED FOR GLOBAL COMPETENCE
1. To live harmoniously in multicultural communities.
Education for global competence can promote cultural
awareness and purposeful interactions in increasingly
diverse societies (Brubacke and Latin, 1999;
Kymlicka, 1995; Sen, 2007)

People with diverse cultures are able to live

peacefully, respect differences, find common solutions,
resolve conflicts and learn to live together as global citizens
 THE NEED FOR GLOBAL COMPETENCE
2. To thrive in a changing labor market
Education for global competence can boost
employability through effective communication
and appropriate behavior within diverse teams
using technology in accessing and connecting to
the world (British Council, 2013).
THE NEED FOR GLOBAL COMPETENCE
3. To use media platforms effectively and responsibly
Radical transformations in digital technologies have
shaped young people's outlook on the world, their
interaction with others and their perception of
themselves.
Online networks, social media and interactive
technologies give rise to new concepts of learning,
wherein young people exercise to take their freedom
on what and how they learn (Zuckerman, 2014).
THE NEED FOR GLOBAL COMPETENCE
4. To support the sustainable development goals

Education for global competence can help

form new generations who care about global
issues and engage in social, political,economic
and environmental discussions.
 DIMENSION OF GLOBAL COMPETENCE
Dimension 1:
Examine issues of local, global and cultural significance

This dimension refers to globally competent people's

practices of effectively utilizing knowledge about the
world and critical reasoning in forming their own opinion
about a global issue.
People, who acquire a mature level of development in this
dimension, use higher-order thinking skills, such
as selecting and weighing appropriate evidence to support
arguments about global developments
 DIMENSION OF GLOBAL COMPETENCE
Dimension 2:
Understand and appreciate the perspectives
and world views of others

This dimension highlights that globally competent

people are willing and capable of considering other
people's perspectives and behaviors from multiple
viewpoints to examine their own assumptions.
This in turn, implies a profound respect for and
interest in others with their concept of reality and
emotions.
 DIMENSION OF GLOBAL COMPETENCE
Dimension 3:
Engage in open, appropriate and effective
interactions across cultures

This dimension describes what globally competent

individuals can do when they interact with people
from different cultures.
They understand the cultural norms, interactive
styles and degrees of formality of intercultural
contexts, and they can flexibly adapt their behavior
and communication
manner through respectful dialog even with
marginalized groups
 DIMENSION OF GLOBAL COMPETENCE
Dimension 4:
Take action for collective well-being and
sustainable development

This dimension focuses on young people's role as

active and responsible members of society and refers
to individual's readiness to respond to a given local,
global or intercultural issue or situation.
It recognizes that young people have multiple realms
of influence ranging from personal and local to
digital and global.
 CURRICULUM FOR GLOBAL COMPETENCE:
KNOWLEDGE, SKILLS, ATTITUDES AND VALUES
Schools can provide opportunities for students to
explore complexlobal issues that encounter through
media and their own experiences
The curriculum should focus on four knowledge
domains:
1.Culture and intercultural relations
2.Social-economic development and
interdependence
3.Environmental sustainability
4.Global institutions,conflicts and human rights
 CURRICULUM FOR GLOBAL COMPETENCE:
KNOWLEDGE, SKILLS, ATTITUDES AND VALUES
Schools can provide opportunities for students to
explore complexlobal issues that encounter through
media and their own experiences
The curriculum should focus on four knowledge
domains:
1.Culture and intercultural relations
2.Social-economic development and
interdependence
3.Environmental sustainability
4.Global institutions,conflicts and human rights
 CURRICULUM FOR GLOBAL COMPETENCE:
KNOWLEDGE, SKILLS, ATTITUDES AND VALUES

Acquiring knowledge in this aspect is

important and developing values, such as
peace, respect, non-discrimination, equality,
fairness, acceptance, justice,
non-violence and tolerance (OECD, 2018).
 DIMENSION OF GLOBAL COMPETENCE:
IMPLICATIONS TO EDUCATION

Education for global competence is

founded on the ideas of different models of
global education, such as intercultural
education, global citizenship
education and education for democratic
citizenship (UNESCO, 2014a; Council
of Europe, 2016a)
 DIMENSION OF GLOBAL COMPETENCE:
IMPLICATIONS TO EDUCATION
Despite differences in focus and scope, these models
share a common goal of promoting students'
understanding of the world and empower them to
express their views and participate in the society.
PISA proposes a new perspective on the definition
and assessment of global competence that will
help policy makers and school leaders create
learning resources and curricula that integrate
global competence as a multifaceted cognitive,
socioemotional and civic learning goal (Boix
Mansilla, 2016)
 DIMENSION OF GLOBAL COMPETENCE:
IMPLICATIONS TO EDUCATION

This definition outlines four dimensions of

global competence that people need to apply
in their everyday life just like students from
different cultural backgrounds are working
together on school projects.
THANK YOU