Global Education... revolves around four key components. These four global competencies form the framework of what global education is, how it works, and what it should look like in practice.
1. Investigate the world beyond one’s own immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
2.Recognize perspectives ,others’ and one’s own, while 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 oneself as a player in the world and participating reflectively.
A RATIONALE FOR GLOBAL EDUCATION David Hicks
Global education is the term used internationally to describe a form of education which:
enables people to understand the links between their own lives and those of people throughout the world
increases understanding of the economic, cultural, political and environmental influences which shape our lives
develops the skills, attitudes and values which enable people to work together to bring about change and take control of their own lives
works towards achieving a more just and sustainable world in which power and resources are more equitably shared
Teachers often talk about the need for a global dimension in the curriculum and the ability, therefore, of students to take a global perspective on contemporary events and issues. This is different from the term ‘international’ which refers to connections between countries, as in ‘international relationships’. The key organising concept is interdependence, which highlights the complex web of interrelationships existing between people, places, issues and events in the world today. Exploration of local-global connections is at the heart of global education, since these dimensions are inextricably related and relevant to all subject areas. Global education places particular emphasis on curriculum process as well as content and is accordingly characterised by approaches to teaching and learning which are both experiential and participatory. It draws on two long-standing traditions within education (Richardson 1990). The first is concerned with learner-centred education and the development of the individual, the second focuses on the role that education can play in helping create a more just and equitable society. The emphasis in global education is therefore on both changing self and changing society for neither is possible without the other. One can no longer make sense of everyday life unless this is set in the context of living in a global society. In particular the process of globalization is changing the face of the planet. We are now faced with a multiplicity of global linkages, far distant events and decisions impact nationally and locally. The current world order is being changed by the forces of globalization. There is greater integration, e.g. the European Union, transnational corporations, pop music and fashion, but also greater fragmentation, e.g. resurgence of nationalism, ethnic and religious conflicts, critical social movements. The Earth Summits in 1992/2002 highlighted the crucial issues of environment and development which need to be resolved if we are to create a more just and ecologically sustainable society. These issues have global, national and local dimensions to them and education has a crucial role to play in creating awareness of such issues. Too often in the past educators have focused solely on the extent of the problems rather than the range of solutions. Global education in the 21st century is thus about educating in a spirit of hope and optimism, which recognises the rights and responsibilities of both present and future generations. The utilitarian and market driven ethos of society today is often at odds with the need to work towards a more just and sustainable world. Traditions such as global education, however, speak to the wider human condition, which is why it can inspire teacher and taught alike. It is an essential ingredient in any formulation of effective education. It is time now to make more widely known the good practice that exists and new initiatives that are currently emerging. Future generations could ask no less than this of educators at this time.
The Need for Global Education
Why do we need global education? The answer is simple. Our future will rely on global connectedness and intercultural interaction. In today's world, we are more connected than ever in human history and our students' futures will be found in the global community. Global education is essential to understanding the inter-connectivity of the world and those who live in it. Students need to know that their opportunities extend far beyond the borders of their town, state, and country. They need to understand that they are not just citizens of the U.S.; they are citizens of the world!
As we move further into the 21st century where globalization has shaped nearly every aspect of our lives, will our students be ready for what their global future holds? Do they have the skills, competencies, attitudes, and dispositions to be competitive in the global job market? Will they be able to solve the problems of tomorrow and help find solutions to global issues?
Q: What is Global Education?
A: Educating our students to possess the knowledge, skills, and dispositions to understand and act creatively on issues of global significance. Specifically, global education seeks to make students competent in investigating the world, recognizing perspectives, communicating ideas across diverse audiences, and taking action to improve conditions globally.
Global Citizenship Education (GCED) aims to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies. GCED is based on the three domains of learning - cognitive, socio-emotional and behavioural.
Cognitive: knowledge and thinking skills necessary to better understand the world and its complexities.
Socio-emotional: values, attitudes and social skills that enable learners to develop affectively, psychosocially, and physically and to enable them to live together with others respectfully and peacefully.
Behavioural: conduct, performance, practical application and engagement.
The key learning outcomes, key learner attributes, topics and learning objectives suggested in GCED are based on the three domains of learning mentioned above. They are interlinked and integrated into the learning process. UNESCO’s work in this field is guided by the Education 2030 Agenda and Framework for Action, notably Target 4.7 of the Sustainable Development Goals (SDG 4 on Education), which calls on countries to “ensure that all learners are provided with the knowledge and skills to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development”. en.unesco.org/themes/gced/definition