On Issues of Global Significance) : Implication To Education
On Issues of Global Significance) : Implication To Education
On Issues of Global Significance) : Implication To Education
MODEL
Global Competence is a multi-dimensional construct (it refers to several distinct but related
dimensions treated as a single concept.) that requires a combination of knowledge, skills,
attitudes and values successfully applied to global issues or intercultural situations..
“Competence” is not merely a specific skill but is a combination of knowledge, skills,
attitudes and values successfully applied to face-to-face, virtual or mediated encounters with
people who are perceived to be from a different cultural background, and to individuals’
experiences of global issues.
SCHOOL
School is the first area in which children have the opportunity to experience diversity of the
society.
That is why school can promote global competence because it hones our Awareness,
Curiosity, Interests in learning about the world and how it works by providing students with
concrete experiences (activities, lessons)
-So mainly, it helps students to learn about global developments and how these affect the
world and their own lives
Encounter different people, Aside from that, schools can equip students with an appreciation
of other cultures and their own cultural identity. Culture is heterogenous and dynamic
Cultural heterogeneity refers to differences in cultural identity related to class,
ethnicity/background, language, traditions, religion, and many other cultural aspects. Which
on turn can encourage sensitivity towards others and respectful interactions
four target dimensions of global competence that people need to apply successfully
in their everyday life:
People who acquire a mature level of development in this dimension use higher order thinking
skills, (analyze, evaluate, create) such as selecting and weighing appropriate evidence to
reason about global developments.
-not passive learner/listener
- Pose questions to better understand issues and perspectives
- be it an essay, a problem or design solution, a scientific explanation or a work of art
Globally competent students can draw on and combine the disciplinary knowledge (content
knowledge facts, concepts, theories, and principles) and thinking styles
Creative thinking, Analytical thinking, Critical thinking, Concrete thinking, Abstract thinking,
Divergent thinking, Convergent thinking
acquired in schools to ask questions, analyze data and arguments, explain phenomena, and
develop a position concerning a local, global or cultural issue (Boix Mansilla and Jackson,
2011)
-to come up into a deeper understanding
-poverty, economic interdependence, migration, inequality, environmental risks, conflicts,
cultural differences and stereotypes
- Explore the world with curiosity
Therefore, in the classroom, teachers need to teach using multicultural perspectives
(recognizing and respecting many cultures and cultural identities, because they promote
positive intergroup relations and social equality.) in order to understand different issues
teachers need to be aware of and understand current issues both at home and abroad.
This knowledge and understanding are vital to enable teachers to be prepared to explain to
students or rationalize what is be raise.( someone who is sensible and is able to make
decisions based on intelligent thinking rather than on emotion.)
Development in this dimension also requires media literacy, defined as the ability to access,
analyse and critically evaluate media messages, as well as to create new media content
(Buckingham, 2007; Kellner and Share, 2005). Globally competent people are effective users
and creators of both traditional and digital media.
- Traditional media includes print media, such as newspapers and books, and
broadcast media, such as television and radio. New media includes digital
media, such as the Internet and social media, apps
- They are also able to choose and communicate relevant evidence to back up
their ideas. To be competent, students should be able to determine the
trustworthiness of information, based on its source, and also to use a variety of
new media to express their ideas.
Make up
In a public seminar, a professor talked about gender inequality in different parts of the world.
Julia was surprised that many girls of her age are deprived of education and even forced into
child marriage. To learn more about gender issues, Julia continued to search for information
online and in the school library. Based on her research, Julia started to reflect on the causes
of gender disparity and became observant of the more insidious forms of gender
discrimination in her daily life
They are eager to learn about the history, values, communications styles, beliefs, and
practices of other cultures and how they affect people’s world views.. other cultural
background
-that they are not always fully aware of these influences, and that others have views of the
world that are profoundly different from their own (Hanvey, 1975).
-In the context of different societies, different views must exist because they are born
from different ideas.
This in turn implies a respect for and interest in the people who acknowledge and appreciate
the qualities that distinguish individuals from one another are less likely to tolerate acts of
injustice in their daily interactions.
-They learn to recognize that their own views and behaviors are also influenced by their own
experiences, their family’s history, and how they make sense of that history.
-They understand how differences in power, wealth, and access to knowledge affect
opportunities for individuals and social groups
- deserves human rights enjoy their own culture; profess and practise their own religion; use
their own language (in private and in public); and. participates effectively in cultural life
They retain their cultural identity but are simultaneously aware of the cultural values and
beliefs of people around them.
-Recognising another’s position or belief is not necessarily to accept that position or belief.
However, the ability to see through ‘another cultural filter’ provides opportunities to deepen
and question one’s own perspectives, and thus make more mature decisions when dealing
with others (Fennes and Hapgood, 1997).
-People who are globally competent ask questions before making assumptions about other
people.
-This does not mean that when individuals recognize another’s culture and beliefs that they
give up their own identity. But it does mean that they are less likely to embrace stereotypes
and are more willing to interact with others as individuals, not solely as members of a group.
On the other hand, people who fail to develop this competence are considerably more likely
to internalise stereotypes, prejudices and false heuristics about those who are “different”
Yung D2 may egearness malaman kung bat naiiba ang isang tao base sa mga cultural bg.
Globally competent students understand that people from different cultural backgrounds might
interact in different ways
- It emphasises individuals’ capacity to interact with others across differences in ways that are
open, appropriate and effective.
-They also make an effort to adapt their behavior and style of communicating to the norms of
the person with whom they are interacting.
The ability to adapt and interact effectively allows them to understand others and be
comprehended
The capability to interact with people of different cultures makes one more flexible in thinking
and behaving in order to accommodate the professional tasks and ways of working based
on values, expectations, and guidance for working in a multicultural environment
“Appropriate” refers to
- interactions that respect the cultural norms of both parties.
In “effective” communication,
-all participants can make themselves understood and understand the other.
Filipino time
Competent people create opportunities to take informed, reflective action and have their
voices heard. The actions done by the person can be a statement of support, and he may take
the initiative to create a campaign in the media or disseminating personal views
- students can translate their ideas into appropriate actions to discover solutions for both local
and global challenges
- They research issues and reflect on how they can help as individuals or by organizing others
- Act and reflect individually and collaboratively
Globally competent people are engaged to improve living conditions in their own communities
and also to build a more just, peaceful, inclusive and environmentally sustainable world.
- Globally competent students are not afraid to stand up for others when their rights or
dignity is threatened.
They feel empowered and obligated to do what they can on behalf of others, whether it is
raising funds to help out with relief from natural disasters or researching environmental
problems in their own community and raising the awareness of local elected officials and
business leaders.
A person with global competence is continuously striving to improve the condition of his
community in terms of harmony, inclusion, and environmental preservation.
Taking action for well-being and sustainable development: an example
A group of students decides to initiate an environmental awareness campaign on the ways in
which their school contributes to local and global waste and pollution. With support from their
teachers, they arrange a series of talks on how to reduce waste and energy consumption.
They also design and strategically distribute information posters that help guide students to
make better choices when buying products and when disposing of waste. Furthermore, they
collaborate with both student representatives and school administrators to introduce recycling
bins and energy conservation strategies on the school premises.
These four dimensions are strongly interdependent and overlapping, justifying the use of the
singular term “global competence”. For example, students from two different cultural
backgrounds who work together for a school project demonstrate global competence as they:
get to know each other better (examine their cultural differences); try to understand how each
perceives his or her role in the project and the other's perspective (understand perspectives);
negotiate misunderstandings and clearly communicate expectations and feelings (interact
openly, appropriately and effectively); and take stock of what they learn from each other to
improve social relationships in their classroom and school (act for collective well-being).
Multicultural literature can help students develop global awareness by introducing them to
current cultural issues
PISA’s or oecd framework’s goal is to support evidence-based decisions on how to improve
curricula, teaching, and assessment.
Global competence is the capacity to examine local, global and intercultural issues, to
understand and appreciate the perspectives and world views of others, to engage in open,
appropriate and effective interactions with people from different cultures, and to act for
collective well-being and sustainable development.
Supported by four building blocks/inseparable factors (foundation ng dimensions)