INTRODUCTION

Contemporary societies are marked by new global trendseconomic, cultural,

technological, and environmental shifts that are part of a rapid and uneven wave
of globalization. The growing global interdependence that characterizes our
time calls for a generation of individuals who can engage in effective global
problem solving and participate simultaneously in local, national, and global
civic life. Put simply, preparing our students to participate fully in todays and
tomorrows world demands that we nurture their global competence.


What is global competence?
Def:-Global competence is the capacity and disposition to understand and act
on issues of global significance.

Teaching students about the world is not a subject in itself, separate from other
content areas, but should be an integral part of all subjects taught. We need to
open global gateways and inspire students to explore beyond their national
borders.


Educating for Global Competence: Preparing Our Youth to Engage the World
is intended for classroom teachers, administrators, informal educators,
policymakers, community leaders, researchers, parents, students, and all other
stakeholders interested in preparing our youth for the 21 century. Becoming
better at educating for global competence involves rethinking practices and
recognizing that there are no simple recipes for success

{

Knowledge of other world regions, cultures and global/international issues
Skills in communicating in languages other than their own, collaborating in
cross-cultural environments, analyzing information from sources around the
world
Values/dispositions including respect and ethical concern for other peoples and
cultures, curiosity, adaptability
To enable meaningful participation as workers and citizens in interconnected
world

}
CCSSO:- GlobalCouncil of Chief State School Officers is best developed
WHY GLOBAL COMPETANCE?
This framework for global competence responds to the demands of a changing
world differently,

recognizing the central role that global interdependence will play in the lives of
our youth.Increasingly, the work individuals in society carry out , civic
participation, self-expression, social life, and health unfold in a global scenario.

So while we welcome public commitment to teaching skills such as problem
solving to all youth, we point out that the problems that students can learn about
vary in significance, and we emphasize students substantive understanding of
problems of global import.

Globally competent youngsters will be prepared to further
such understanding through inquiry, by recognizing
perspectives, communicating with diverse audiences, and
acting in competent ways.


FOUR COMPETENCYS
1. INVESTIGATE THE WORLD BEYOND THEIR IMMEDIATE ENVIRONMENT,
FRAMING SIGNIFICANT PROBLEMS AND CONDUCTING WELL-CRAFTED AND
AGE-APPROPRIATE RESEARCH.
2. RECOGNIZE PERSPECTIVES, OTHERS AND THEIR OWN, ARTICULATING AND
EXPLAINING SUCH PERSPECTIVES THOUGHTFULLY AND RESPECTFULLY.
3. COMMUNICATE IDEAS EFFECTIVELY WITH DIVERSE AUDIENCES, BRIDGING
GEOGRAPHIC, LINGUISTIC, IDEOLOGICAL, AND CULTURAL BARRIERS.
4. TAKE ACTION TO IMPROVE CONDITIONS, VIEWING THEMSELVES AS PLAYERS
IN THE WORLD AND PARTICIPATING REFLECTIVELY.



Globally competent students are able to investigate the world
in the following ways:
Identif y an issue, generate a question, and
explain t he significance of locally,
regionally, and globally focused researchable questions.
Use a variet y of languages and domestic and
international sources to identif y and
weigh relevant evidence in addressing a globally significant
researchable question.
Analyze, integrate, and synt hesize evidence to
constr uct coherent responses to
globally significant researchable questions.
Develop an argument based on compelling
evidence t hat considers multipleperspectives and draws defensible
conclusions.
Globally competent students are able to recognize perspectives
in the following ways:
Recognize and express t heir own perspective on
situations, events, issues, or
phenomena and identif y t he influences on t hat perspective.
Examine perspectives of ot her people, groups, or
schools of t hought and identif y t he
influences on t hose perspectives.
Explain how cultural interactions influence situations,
events, issues, or phenomena,
including t he development of knowledge.
Ar ticulate how dif ferential access to knowledge,
technolog y, and resources af fects
qualit y of life and perspectives.




Globally competent students are able to communicate ideas
in the following ways:
Recognize and express how diverse audiences may
perceive dif ferent meanings
from t he same information and how t hat impacts communication.
Listen to and communicate ef fectively wit h diverse
people, using appropriate
verbal and nonverbal behavior, languages, and strategies.
Select and use appropriate technolog y and media to
communicate wit h
diverse audiences.
Reflect on how ef fective communication impacts
understanding and collaboration in
an interdependent world.











Globally competent students are able to take action in the
following ways:
Identif y and create oppor tunities for personal
or collaborative action to address
situations, events, issues, or phenomena in ways t hat improve
conditions.
Assess options and plan actions based on evidence and
t he potential for impact, taking
into account previous approaches, varied perspectives, and potential
consequences.
Act, personally or collaboratively, in creative and et
hical ways to contribute to
improvement locally, regionally, or globally and assess t he impact of t he
actions taken.
Reflect on t heir capacit y to advocate for and
contribute to improvement locally,
regionally, or globally.

TEACHING FOR GLOBAL COMPETENCE