Global Competence is a concept that seems self-explanatory: we know what global means, and we know what competence is. But combined, the two words become a phrase that can have a wide range of meaning. The Organisation for Economic Co-Operation and Development (OECD) defines Global Competence as:
“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. “
In education, a globally competent classroom includes the following instructional approaches:
Structured debates in which teams of students defend opposing positions on global issues provide students an opportunity to delve deeply into a topic and also practice their communication skills.
Organized discussions help students learn to express their perspectives, back up their opinions with evidence, listen for understanding, and be willing to change their minds when confronted with new information.
Current events discussions allow students to find out what is happening around the globe and in their local communities, and how those events connect to what they are learning in the classroom.
Playing games that require the players to follow rules and work as teams teaches students how to collaborate with others to find solutions.
Project-based learning enables students to work in groups on an authentic project that professionals undertake in the world beyond school, requiring students to plan, communicate respectfully, consider the perspectives of others, manage conflict, and be adaptable.
Service learning involves students participating in, and reflecting upon, an organized activity to benefit their communities, in order to deepen their knowledge of a topic or perspective they have learned about in the classroom.
(Teaching for Global Competence in a Rapidly Changing World, 2018)
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