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Global Competency encompasses the knowledge and skills to help people understand the flat world in which they live. Global Competencies are also the attitudinal and ethical dispositions that make it possible to interact peacefully, respectfully and productively with fellow human beings from different countries.
Global Competency encompasses the knowledge and skills to help people understand the flat world in which they live. Global Competencies are also the attitudinal and ethical dispositions that make it possible to interact peacefully, respectfully and productively with fellow human beings from different countries.
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Global Competency encompasses the knowledge and skills to help people understand the flat world in which they live. Global Competencies are also the attitudinal and ethical dispositions that make it possible to interact peacefully, respectfully and productively with fellow human beings from different countries.
Copyright:
Attribution Non-Commercial (BY-NC)
Verfügbare Formate
Als PDF, TXT herunterladen oder online auf Scribd lesen
for the future, is to prepare them to invent it” Global Education Paradox • We live in times of extraordinary educational capacity – Never in history have more students been taught – Schools have become increasingly effective at teaching what they intend to teach, although there is great variation across schools in how effective they are. • But… – Are we teaching what matters most? – Is education RELEVANT? The Tri-Dimensional Nature of Global Competency • Global competency encompasses the knowledge and skills to help people understand the flat world in which they live, integrate across disciplinary domains to comprehend global affairs and events, and create possibilities to address them. • Global competencies are also the attitudinal and ethical dispositions that make it possible to interact peacefully, respectfully and productively with fellow human beings from different countries. Global Competency • A positive disposition toward cultural difference and a framework of global values to engage difference. • An ability to speak, understand and think in foreign languages. • Deep knowledge and understanding of world history, geography, the global dimensions of topics such as health, climate and economics and of the process of globalization itself (the disciplinary and interdisciplinary dimension) and a capacity to think critically and creatively about the complexity of current global challenges. Why is Global Competency necessary for All?
• Globalization requires that young people
understand the process and how it influences their lives. • Globalization places an economic premium in global skills • Globalization redefines citizenship. The boundaries between domestic and foreign policy issues are increasingly fluid. How can global competency be developed?
• The multidimensional nature of global
competency means that providing opportunities to develop it must also be a multifaceted process. • Central to developing global skills is to foster student engagement and interest in world affairs. Global Competencies • first set of competencies are „soft‟ skills and attitudes that reflect an openness, interest and positive disposition to the variation of human cultural expression reflected internationally. In their most basic forms these skills comprise tolerance towards cultural differences. More advanced are the skills to recognize and negotiate differences in cross-cultural contexts, the cultural flexibility and adaptability necessary to develop empathy, trust and to have effective inter-personal interactions in diverse cultural contexts. Global Competencies • The second set of global competencies are foreign language skills. These allow communication through varied forms of expression of language, with individuals and groups who communicate principally in languages other than the dominant language in which one is raised. Global Competencies • The third set of global competencies results from disciplinary knowledge in comparative fields: comparative history, anthropology, political science, economics and trade, literature, world history. These are the competencies that allow knowledge and understanding of problems that have an international or global dimension. • Knowledge, engagement, and values are the cognitive and attitudinal domains that global education should target. The Challenges and Opportunities for Global Education • Insufficient policy priority • Limited teacher capacity • Need for leadership in addressing the Global Education Paradox to make education relevant.
• Those who choose to lead in this domain need to simultaneously
create incentives and opportunities for teachers to devote more time and to enhance their own competencies in global education, while they also work to advocate to establish this topic on the policy agenda so that they can receive support from education supervisors, school districts and ministries. Universities can do the following:
• Develop programs of global studies in schools of education, or even
better, interdisciplinary programs in global studies that bring together students in the schools of education with students in other departments. • Develop study abroad programs for students and student exchange programs, to make the experience of students more cosmopolitan. • Establish research and teaching partnerships with universities in other latituted who are actively working to support global education at the K-12 level. • Establish inter-disciplinary teams that can produce curriculum and instructional materials. • Develop approaches to assess global competency among students a the K-12 level and at the university level. Conclusion • The most important educational questions are, today as in the past, questions about purpose. • Globalization presents a new and very important context for all of us. Global education is the new purpose for these wonderful recent inventions of humanity we call schools. To do this we need to focus on the development of global values, foreign language skills, and foreign area and globalization expertise. • The avenues are to help all students develop global competence and to continue developing rigorous curricula, instructional materials and opportunities for teacher education. • The path is clear and within reach, and universities that step up to this challenge are likely to find in students and parents their best allies in the fascinating endeavor of making education relevant.