CHAPTER 1 EDUCATING FOR GLOBAL COMPETENCE Group 1 ● Global competence is the ability to understand and act on global issues. ● Globalization, the accelerating traffic of goods, ideas, people, and capital around the world, has changed the face of labor. (Coatsworth, 2004). Understanding changing economies in a multipolar world is critical to youth if they are to participate thoughtfully in the economies of tomorrow. ● Jobs that demand expert thinking and complex communication will remain in growing demand in the world over. ● Schools now bear a new fundamental responsibility: to prepare students for difference and complexity in the world they live in. Emergence of initiatives to foster international understanding in school curricula has brought attention to the importance of global competence. WHAT IS GLOBAL COMPETENCE? ● Globally Competent Students: ○ Investigate the world beyond their immediate environment. ○ Recognize perspectives of others and their own. ○ Communicate ideas effectively with diverse audiences. ○ Take action to improve conditions ● Applying knowledge to real life situations makes understanding deeper. This helps shape the perspectives that form part of global competency in students. ● Weigh and integrate evidence from varied sources to create coherent responses and draw defensible conclusions. ● Hanvey’s Five Dimensions on Global Competence are being incorporated around the world in schools. It is one way to delineate the steps to create globally competent citizens. The accepted definition on global competence is from the Task Force on Global Competence. GLOBALLY COMPETENT STUDENTS WHY IS GLOBAL COMPETENCY ESSENTIAL FOR 21ST CENTURY STUDENTS? Students have a responsibility to be good stewards of Earth. It’s important to adapt to climate change and be aware and take action to combat the effects of global warming on Earth, since it affects every human currently living and future generations. =Climate Instability Students need to know how to live in diverse societies. All educators have the responsibility to help students learn global competence across all subject areas. Global Migration It would be beneficial for students to have knowledge about other countries and cultures, to think creatively and to use systems thinking, and to know more than one language. Flattened Global Economy GLOBAL COMPETENCY IN ACTION “Educators are expected to teach core sets of concepts and skills that curriculum experts at national, regional, and local levels deem essential. Preparing youth for the work of their generation involves revisiting such core concepts and skills and putting them to the service of a deeper, better, and more participatory understanding of the world in which we live. Nurturing students’ global competence enables education leaders to examine how engaging crucial global issues can catalyze learning of this core content and how learning such content c ...

1. CHAPTER 1
EDUCATING FOR
GLOBAL
COMPETENCE
Group 1
● Global competence is the ability to understand and act on
global issues.
● Globalization, the accelerating traffic of goods, ideas, people,
and capital around the world, has
changed the face of labor. (Coatsworth, 2004). Understanding
changing economies in a multipolar
world is critical to youth if they are to participate thoughtfully
in the economies of tomorrow.
● Jobs that demand expert thinking and complex communication
will remain in growing demand in
the world over.
● Schools now bear a new fundamental responsibility: to
prepare students for difference and
complexity in the world they live in. Emergence of initiatives to
foster international understanding
in school curricula has brought attention to the importance of
global competence.
WHAT IS GLOBAL COMPETENCE?

2. ● Globally Competent Students:
○ Investigate the world beyond their immediate environment.
○ Recognize perspectives of others and their own.
○ Communicate ideas effectively with diverse audiences.
○ Take action to improve conditions
● Applying knowledge to real life situations makes
understanding deeper. This helps shape the perspectives that
form part of
global competency in students.
● Weigh and integrate evidence from varied sources to create
coherent responses and draw defensible conclusions.
● Hanvey’s Five Dimensions on Global Competence are being
incorporated around the world in schools. It is one way to
delineate
the steps to create globally competent citizens. The accepted
definition on global competence is from the Task Force on
Global Competence.
GLOBALLY COMPETENT STUDENTS
WHY IS GLOBAL COMPETENCY
ESSENTIAL FOR 21ST CENTURY
STUDENTS?
Students have a responsibility
to be good stewards of Earth.
It’s important to adapt to
climate change and be aware

3. and take action to combat the
effects of global warming on
Earth, since it affects every
human currently living and
future generations.
=Climate Instability
Students need to know
how to live in diverse
societies. All educators
have the responsibility to
help students learn global
competence across all
subject areas.
Global Migration
It would be beneficial for
students to have
knowledge about other
countries and cultures, to
think creatively and to use
systems thinking, and to
know more than one
language.
Flattened Global
Economy
GLOBAL COMPETENCY IN ACTION

4. “Educators are expected to teach core sets of concepts
and skills that curriculum experts at national, regional, and
local levels deem essential. Preparing youth for the work of
their generation involves revisiting such core concepts and
skills and putting them to the service of a deeper, better,
and more participatory understanding of the world in w hich
we live. Nurturing students’ global competence enables
education leaders to examine how engaging crucial global
issues can catalyze learning of this core content and how
learning such content can inform students’ worldviews”
(Hayes Jacobs, 2014).
● Are we articulating global competencies in the Florida
B.E.S.T. standards?
● How can we articulate global competencies in our lesson
plans to motivate
and develop global citizens?
DISCUSSION QUESTIONS
● Hanvey, R. G. (1982). An attainable global perspective.
Theory Into Practice, 21(3),
162–167. https://doi.org/10.1080/00405848209543001
● Hayes Jacob, H. (2014). Educating for Global Competence:
Redefining Learning
for an Interconnected World. Mastering Global Literacy.

5. Solution
Tree Press.
REFERENCES
Thank
you!
SIX FACETS OF UNDERSTANDING
Six Facets Description Example
Explanation
To ensure students understand why an answer or approach is
the right one. Students explain or justify their responses or
justify their course of action.
Students develop an illustrated brochure to explain the

6. principles and practices of a particular type of technology
(i.e., transportation, construction, medical, information).
Interpretation
To ensure students avoid the pitfall of looking for the “right
answer” and demand answers that are principled…students
are able to encompass as many salient facts and points of
view as possible.
Students develop a ‘biography’ of the development of a
particular type of technology.
Application
To ensure students’ key performances are conscious and
explicit reflection, self-assessment, and self-adjustment, with
reasoning made evident. Authentic assessment requires a
real or simulated audience, purpose, setting, and options for
personalizing the work, realistic constraints, and “background
noise.”
Students analyze a design of a product, taking it apart in
order to determine how it works.

7. Students design, develop, test, and revise a solution to a
local issue, such as a new roadway system, a water
treatment system, or long-term storage of various materials.
Perspective
To ensure students know the importance or significance of an
idea and to grasp its importance or unimportance.
Encourage students to step back and ask, “What of it?” “Of
what value is this knowledge?” “How important is this idea?”
“What does this idea enable us to do that is important?”
Students investigate about a technological artifact from
the perspective of different regions and countries.
Empathy
To ensure students develop the ability to see the world from
different viewpoints in order to understand the diversity of
thought and feeling in the world.
Students imagine they are politicians debating the value of
nuclear power. They write their thoughts and feelings
explaining why they agree or disagree with the use of
nuclear power.

8. Self-
Knowledge
To ensure students are deeply aware of the boundaries of
their own and others’ understanding; able to recognize their
own prejudices and projections; has integrity – able and
willing to act on what one understands
Students reflect on their own progress of understanding
about one of the standards in Standards for Technological
Literacy: Content for the Study of Technology. They
evaluate the extent to which they have improved, what
task or assignment was the most challenging and why, and
which project or product of work they are most proud of
and why.
Source: Wiggins, G., & McTighe, J. (1998). Understanding by
Design. p. 85-97. Alexandria, VA: Association for Supervision
and Curriculum Development.
Handout #9
http://www.iteawww.org/TAA/index.htm
http://www.iteawww.org/TAA/index.htm
http://www.ubdexchange.org/

9. What makes a question essential: (pages 107-112 in UbD text.)
4 connotations of “essential”
idea(s) and requires
students to make decisions about answers
gages a specific and diverse set of learners
Characteristics of Essential Questions (also p. 91 in UbD
workbook)
ose a dilemma and as such require

10. reasoning and justification
-12 and beyond
[Type text][Type text][Type text]
Topic:
Grade Level:
Duration:
Subject Area:
Education Standards Addressed:
Stage 1 – Desired Results
Established Goals:
Understanding(s)/goals:
Students will understand that:
Students will know:

11. Essential Question(s):
Student objectives (outcomes):
Students will be able to:
Stage 2 – Assessment Evidence
Performance Task(s):
Performance Task Criteria:
Other Evidence:
Stage 3 – Learning Plan
Learning Activities: