Global Competence
Global competency is a multidimensional skill. Individuals who are globally competent can
assess and reason local, global, and multicultural issues, comprehend and accept many
perspectives and worldviews, connect productively and respectfully with others, and take
responsible action toward sustainability and collective well-being (OECD publication).
Skills, beliefs, and behaviors that enable young people to succeed in a varied,
interconnected, and fast changing world that is how we defined global competence. It's the
capacity to become active citizens and problem solvers who are prepared for the workforce.
In schools, promoting global competency. Schools are significant in assisting young
people in developing global competency. They have the ability to bring out enormous
changes in the world and in their own lives. They may educate students how to utilize digital
information and social media platforms critically, productively, and responsibly.
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 judgments and take action(Haney, 1975 in PISA, 2018).
The Need for Global Competence
The following are the reasons why global competences necessary.
1. To live harmoniously in multicultural communities.
In increasingly diverse cultures, education for global competency can encourage
cultural understanding and meaningful interactions. People from all cultures may
coexist peacefully, recognize differences, find solutions to issues, and learn to
live as global citizens. Education can teach students about the importance of
confronting cultural prejudices and preconceptions.
2. To thrive in a changing labor market.
Global competency education can help. Employability through Communication that
works across diverse people, acceptable behavior is many occupations, and will continue to
be keys to success. As technology advance developed it will become simpler for individuals
to link all around the world Employers progressively. try to recruit students who can study
quickly. adaptable and capable of using and transferring their knowledge adapting skills and
expertise to new situations Work in today's linked society, being prepared is essential. Young
individuals to grasp the complexities Be open to people and the processes of globalization
Build trust with people from various ethnic backgrounds on a variety of teams and show
respect for others (British Council, 2013).
3. To Use media platforms effectively and responsibly.
Digital technology has affected young people's perspectives on the world, their
connections with others, and their perceptions of themselves. New styles of
learning are emerging as a result of online networks, social media, and
interactive technologies, in which young people have more influence over what
and how they learn. At the same time, young people's digital lifestyles might
cause them to become disconnected from themselves and the world, as well as
overlook the consequences of their actions. Furthermore, while technology
allows individuals to communicate more readily around the world, online
behavior reveals that young people value their rights and dignity and work to
form vibrant communities. One of the main goals of this project is to promote
evidence-based decision-making.
4.To support the sustainable development goals.
Educating for global competency can assist in the development of new generations who are
concerned about global issues and actively participate in addressing social, political,
economic, and environmental difficulties. The 2030 Agenda for Sustainable Development
recognizes the importance of education in achieving sustainability goals, urging all countries
to "ensure, by 2030, that all learners acquire the knowledge and skills needed to promote
sustainable development, including, among other things, through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of a
culture of peace and nonviolence, global citizenship and appreciation, and education for
sustainable development and sustainable lifestyles."
Dimensions 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,
2016 ).
Regardless of their differences in perspective, these models all strive to
improve students' awareness of the world and enable them to express their opinions
and participate in society. PISA provides a new approach to the definition and
assessment of global competence that will assist policymakers and educators in
developing learning resources and curricula that incorporate global competence as
a complex cognitive, socio-emotional, and civic learning aim (Boix Mansilla,
2016).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.
Dimension 1: Examine issues of local, global and Cultural significance
This dimension denotes global competence. People's effective combining practices critical
thinking and world knowledge whenever they develop their own viewpoint on a global issue.
Individuals who develop to a mature level of development in this dimension employ higher-
order thinking abilities, such as selecting and weighing suitable to reason about global
developments through the use of evidence. Students who are globally competent can
integrate disciplinary knowledge and modes of thought learned in school to ask questions,
investigate data and arguments, and explain phenomena, and formulate an opinion on a
problem whether it is local, national, or global levels. Progress in this dimension necessitates
media literacy, the ability to access, analyze, and think critically as well as to create and
evaluate media messages in modern media
Dimension 2: Understand and appreciate the perspectives and world views of others
This dimension emphasizes that globally competent people are willing and capable of
viewing global issues as well as other people's perspectives and behaviors from multiple
perspectives. Individuals gain knowledge about the histories, values, communication styles,
beliefs, and practices of other cultures, and they gain the ability to recognize that their
perspectives and behaviors are shaped by multiple influences.Examining the origins and
implications of others' and one's own assumptions is required when engaging with different
perspectives and world views. This implies a deep respect for and interest in the other
person, their perception of reality, and their emotions. Individuals with this competence also
recognize and value the connections (e.g., basic human rights and needs, shared
experiences) that allow them to bridge differences and find common perspectives. They
maintain their cultural identity while also being aware of the cultural values and beliefs of
those around them. Recognizing another's position or belief does not imply accepting that
position or belief. However, the ability to see through 'another cultural filter' allows one to
deepen and question one's own perspectives, allowing one to make more mature decisions
when dealing with others.
Dimension 3: Engage in open, appropriate, and effective interactions across cultures
This dimension describes what globally competent people can interact with people from
other cultures. They are aware of the cultural norms, interactive styles, and degrees of
formality that exist in a multicultural contexts, and they can adapt their behavior and
communication accordingly. This dimension also addresses the value of respectful dialogue,
the desire to understand the other as well as the efforts to include marginalized groups. It
emphasizes people's ability to interact with others across differences in open, appropriate,
and effective ways. Open interactions are relationships in which all participants show
sensitivity to
Curiosity and willingness to engage with others and their points of view Appropriate
interactions are those that adhere to both parties' expected cultural norms. All participants in
effective communication can make themselves understood.
Dimension 4: Take action for collective well-being and sustainable development
This dimension focuses on young people's roles as active and responsible members of society, and it
relates to people's willingness to respond to a certain local, global, or intercultural issue or crisis. This
dimension acknowledges that young people have a wide range of influence, from personal and local
to digital and global. Competent individuals provide possibilities for educated, deliberate action and
for their views to be heard. Taking action could mean advocating for a classmate whose human
dignity is being threatened, starting a worldwide media campaign at school, or sharing a personal
perspective on the refugee issue via social media. People with global competence are working to
improve living conditions in their local communities as well as to create a more just, peaceful,
inclusive, and environmentally sustainable world.
Why it is important to have a multicultural and global litreracy?
1. So, diverse people will have the opportunity to have a conversation to be able to share their
perspective and in that way they tend to be knowledgeable enough in to what others beliefs and
eventually they will learn how to respect each other opinion.
2. Recognizing the roles of schools in preparing the youth to participate in the world
Effective ways on how to integrate global multiculturalism in the lesson?
1. Festivals have an important role in fostering social cohesiveness. Many of these events are
centered on cultural or ethnic themes, with the goal of informing community members about
their customs.
2. The more you understand about your learners backgrounds, the easier your work will be done.
This includes gaining a better understanding of their language, culture, values, family, and
home environment. This understanding will assist you in providing greater classroom
assistance for your students as well as receiving more support from home.
3. Books are read with success, thus allowing students to grow as readers. Enriches the
Curriculum: Having a wide range of non-textbooks in the classroom encourages teachers to
incorporate diverse fiction and nonfiction books into their teaching.
4. it minimises the possibility of misunderstandings and causing offense through intercultural
mishaps. Secondly, it is a means to maximising the potential of business relationships through
the utilization of intercultural differences productively.
5. Inviting diverse speaker will allow us Learning about other cultures helps us understand
different perspectives within the world in which we live. It helps dispel negative stereotypes
and personal biases about different groups. In addition, cultural diversity helps us recognize
and respect “ways of being” that are not necessarily our own.
Integrating a variety of cultural context into lessons and activities, teaches students to view the world
from many angles, creates a respect for diversity and enables students to learn exciting information.
I love you salamt sap ag luto para saken muwa muwa mahal kita sobra
Lord thank you for the gift life that you have given to us today, we are asking for your guidance as we
discuss our topic and please enlighten us and open our mind our heart to fully absorb the lesson for
today.
