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1. MULTICULTURAL AND
GLOBAL LITERACY

3. MULTICULTURAL
LITERACY
•consist of the skills and ability to identify the
creators of knowledge and there interests
(Banks,1996) to reveal the assumptions of
knowledge, to view knowledge from diverse ethnic
and cultural perspective and to use knowledge to
guide action that will create humane and just
world (Boute,2008).

4. GLOBAL
LITERACY
•understanding of how the world is
organized and interconnected. It
brings awareness of the possibilities
and constraints facing the world's
people.
•aims to address issues of
globalization, racism,diversity and
social justice (Guo,2014).

5. According to the
Ontario Ministry of
Education (2015), a
global citizen should
possess the following
characteristics:
(1)respect for humans
regardless of race, gender,
religion or political perspective
(2)respect for diversity and
various perspective
(3)promote sustainable
patterns of living ,
consumption and production
(4)appreciate the natural
world and demonstrate
respect on the rights of all
living things

6. INTERCONNECTING
MULTICULTURAL
AND GLOBAL
LITERACY
every classroom contains
students of different races,
religions and cultural groups.
Guo (2014) averred that
students embrace diverse
behaviors, cultural values,
patterns of practice, and
communication, yet today all
share one commonality,
which is the educational
opportunity.

7. The OECD
Global
Competence
Framework

8. GLOBAL COMPETENCE
•the desire to participate in interconnected,
complex and diverse societies has become a
pressing need.
• a multidimensional capacity. Therefore, globally
competent individuals can analyze and rationalize local,
global and intercultural issues, understand and
appreciate different perspective and worldviews, interact
successfully and respectfully with others and take
responsible action word sustainability and collective
well-being.

9. •schools play a crucial role in
helping young people to
develop global competence.
They can provide opportunities
to critically examine global
developments that are
significant to both the world and
to their own lives.
PROMOTING
GLOBAL
COMPETENCE
IN
SCHOOLS

10. THE NEED FOR GLOBAL
COMPETENCE
The following are the
reasons why global
competence is
necessary:

11. 1.To live
harmoniously in
multicultural
communities

12. 2. To thrive in
a changing labor
market

13. 3. To use media
platforms
effectively and
responsibly

14. 4. To support
the sustainable
development goals

15. DIMENSIONS OF
GLOBAL
COMPETENCE:
IMPLICATION TO
EDUCATION

16. •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,2014;Council
of Europe,2016)

17. •despite differences in focus and
scope, these models share a
common goal of promoting
students understanding of the
world and empower them to
express their views and participate
in the society.

18. Dimension 1: Examine
issues of local, global,
and cultural
significance
•refers to globally competent people's
practices of effectively utilizing
knowledge about the world and critical
reasoning in forming their own opinion
about global issue.

19. Dimension 2: Understand
and appreciate the
perspective and world
views of others
•highlights that globally competent
people are willing and capable of
considering other people's perspectives
and behaviors from multiple viewpoints
to examine their own assumptions.

20. Dimension 3: Engage in
open, appropriate and
effective interactions
across cultures
•describes what globally
competent individuals can do
when they interact with people
from different cultures.

21. Dimension 4: Take action
for collective well-being
and sustainable development
•focuses on young people's role as
active and responsible members of
society and refers to individual's
readiness to respond to a given
local, global or intercultural issue or
situation.

22. The assessment strategy for
global competence
The PISA 2018 assessment of
global competence contributes
development, while considering
challenges and limitations.

23. 2 Components
1) a cognitive test exclusively focused on the construct
of "global understanding";
2) a set of questionnaire items collecting self-reported
information on students' awareness on global issues
and cultures, skills (both cognitive and social) and
attitudes, as well as information from schools and
teachers on activities that promote global competence
(OECD, 2018).

24. Curriculum for global
competence: Knowledge, skills,
attitudes and values
Schools can provide opportunities for students to
explore complex global issues that they encounter
through media and their own experiences.

25. 4 Knowledge Domain
(1) culture and intercultural relations;
(2) socio-economic development and interdependence;
(3) environmental sustainability, and
(4) global institutions, conflicts and human rights

26. Skills to understand the world and to take action
Global competence builds on specific cognitive, communication and socio-emotional skills.
Effective education for global competence gives students the opportunity to mobilize and use
their knowledge, attitudes, skills and values together while sharing ideas on global issues in
and outside of school or interacting with people from different cultural backgrounds.
A school community that desires to nurture global competence should focus on clear,
controllable and realizable learning goals. This means engaging all educators to reflect on
teaching topics that are globally significant, the types of skills that foster deeper
understanding of the world and facilitate respectful interactions in multicultural contexts,
and the attitudes and values that drive autonomous learning and inspire responsible action
(OECD, 2018).
Knowledge about the world and other cultures
Global competence is supported by the knowledge of global issues that affect lives locally
and around the globe, as well as intercultural knowledge, or knowledge about the
similarities, differences and relations among cultures. This knowledge helps people

27. to challenge misinformation and stereotypes about other countries and people, and thus,
results in intolerance and oversimplifie representations of the world.
This can be done through the following strategies (OECD, 2018)
Perspective-taking refers to the cognitive and social skills of understanding how other
people think and feel.
Adaptability refers to the ability to adapt systems thinking ang behaviors to the prevailing
cultural environment, or to situations and contexts that can present new demands or
challenges.
Openness, respect for diversity and global-mindedness
Globally competent behavior requires an attitude of openness towards people from other
cultural backgrounds, an attitude of respec for cultural differences and an attitude of global-
mindedness. Such attitudes can be fostered explicitly through participatory and leamer
centered teaching, as well as through a curriculum characterized by fair practices and an
accommodating school climate for all students.

28. Openness toward people from other cultural backgrounds involves sensitivity
towards curiosity about and willingness to engage with other people and
other perspectives on the world (Byram, 2008; Council of Europe, 2016a).
Respect consists of a positive regard for someone based on judgment of
intrinsic worth. It assumes the dignity of all human beings and their
inalienable right to choose their own affiliations, beliefs opinions or practices
(Council of Europe, 2016a).
Global-mindedness is defined as a worldview, in which one sees him/herself
connected to the community and feels a sense of responsibility for its
members (Hansen, 2010).

29. Valuing human dignity and diversity
Valuing human dignity and valuing cultural
diversity contribute to global competence because
they constitute critical filters through which
individuals process information about other
cultures and decide how to engage with others and
the world.

30. 4 Aspects of Valuing
(1) the prohibition of all types inhuman treatment,
humiliation or degradation by one person over another;
(2) the assurance of the possibility for individual choice
and the conditions for each individual's self-fulfillment,
autonomy or self realization;
(3) the recognition that protection of group identity and
culture may be essential for that of personal dignity; and
(4) the creation of necessary conditions to have the
essential needs satisfied.

31. Global understanding
to have the essential needs satisfied.
Understanding is the ability to use knowledge to find meaning and connection between different
pieces of information and perspectives.
4 Interrelated Cognitive Processes
1. The capacity to evaluate information, formulate arguments and explain complex situations and
problems by using and connecting evidence, identifying biases and gaps in information and
managing conflicting arguments
2. The capacity to analyze multiple perspectives and worldviews, positioning and connecting
their own and others' perspectives on the world
3. The capacity to understand differences in communication, recognizing the importance of
socially
4.Communication and adapting it to the demands of diverse appropriate cultural contexts
The capacty to evaluate actions and consequences by identifying and comparing different courses
of action and weighing actions on the basis of consequences

32. Integrating Global and Intercultural Issues in the
Curriculum
For global education to translate abstraction into action, there is
a need to integrate global issues and topics into existing subjects
(Klein, 2013; UNESCO, 2014). In practice, content knowledge
related to global competence is integrated in the curriculum and
taught in specific courses. Therefore, students can understand
those issues across ages, starting in early childhood when
presenting them in developmentally appropriate ways (Boix
Mansilla and Jackson, 2011; UNESCO, 2015).

33. Pedagogies for promoting global competence.
Various student-centered pedagogies can help students develop critical thinking along global
issues, respectful communication, conflict management skills, perspective taking and adaptability.
Group-based cooperative project work can improve reasoning and collaborative skills. It
involves topic- or theme-based tasks suitable for various levels and ages, in which goals and
content are negotiated and learners can create their own learning materials that they present and
evaluate together. Learners, participating in cooperative tasks, soon would realize that to be
efficient, they need to be respectful, attentive, honest and empathic (Barrett, et. al., 2014).
Class discussion is an interactive approach that encourages proactive listening and responding
to ideas expressed by peers. By exchanging views in the classroom, students learn that there is no
single right answer to a problem, understand the reasons why others hold different views and
reflect on the origins of their own beliefs (Ritchhart, et. al., 2011).
Service learning is another tool that can help students develop multiple global skills through
real-world experience. This requires

34. leamers to participate in organized activities that are based on what s been learned in the
classroom and that benefit their communities: After the activities, leamers reflect critically on
their service experience to gain further understanding of course content, and enhance their sense
of role in society with regard to civic, social, economic and political issues (Bringle and Clayton,
2012). Through service learning. students not only "serve to learn," which is applied learning,
but also learn to serve (Bringle, et. al., 2016)
The Story Circle Approach intends students to practice key intercultural skills, including
respect, cultural self-awareness and empathy (Deardorff, n.d.). The students, in groups of 5-6,
take turns sharing a 3-minute story from their own experience based on specific prompts, such as
"Tell us about your first experience when you encountered someone who was different from you
in some ways. After all students in the group have shared their personal stories, students then,
share the most memorable point from each story in a "flash back" activity.

35. Attitudes and values integration toward global competence.
Allocating teaching time to a specific subject that deals with human
rights issues and non-discrimination is an important initial step in
cultivating values for global competence.
Values and attitudes are partly communicated through the formal
curriculum and also through ways, in which teachers and students
interact, how discipline is encouraged and the types of opinions and
behavior that are validated in the classroom. Therefore, recognizing
the school and classroom environments' influence on developing
students' values would help teachers become more aware of the impact
of their teaching on students (Gay, 2015).