The document discusses the importance of interconnecting multicultural and global literacy in education, emphasizing the need for teachers to integrate diverse cultural contexts into curricula to foster respect, understanding, and global competence among students. It outlines the OECD Global Competence Framework, which defines global competence as the ability to interact successfully in diverse societies and tackle global issues, and highlights the role of schools in developing these skills through various pedagogical approaches. The document also details the necessary knowledge, skills, and values that contribute to fostering global competence, asserting its significance for harmonious living and success in an interconnected world.

1. INTERCONNECTING MULTICULTURAL AND GLOBAL LITERACY
Prepared by: Jhian Kyle
Tachado
Rea Pat

2. 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
they all share one commonality, which is their
educational opportunity.

3. • Therefore teacher’s should teach their students that other
cultures exist and that these deserve to be acknowledge
and respected. Integrating a variety of cultural context
into lessons and activities teaches students to the view the
world from many angles, creates respect for diversity and
enables to learn exciting information. As classrooms
become increasingly more diverse, it is important for
educators to analyze and address diversity issues and
integrate multiculturalism information into the classroom
curriculum Guo (2014).

4. The OECD
Global
Competence
Framework

5. The framework depicts the four dimensions of global
competence encompassing the development of
knowledge, values, attitude and skills that flow along
parameters of attaining such competency.

6. Global Competence
The desire to participate in interconnected, complex and
diverse societies has become a pressing need. Recognizing
the roles of schools in preparing the youth to participate in
the world, the OECD’s Program for International Student
Assessment (PISA) developed a framework to explain,
foster and assess students global competence.

7. Global Competence is a multidimensional capacity.
Therefore, globally competent individuals can
analyze and rationalize local, global and
intercultural issues, understand and appreciate
different perspectives and worldviews, interact
successfully and respectfully with others, and take
responsible action toward sustainability and
collective well being.

8. Global Competence refers to skills, values and
behaviors that prepare young people to thrive in a
diverse, interconnected and rapidly changing
world. It is the ability to become engaged citizens
and collaborative problem solvers who are ready
for the workforce.

9. Promoting Global Competence in Schools
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. They can teach students
how to critically, effectively and responsibly use
digital information and social media platforms.

10. School can encourage intercultural sensitivity and respect
by allowing students to engage in experiences that foster
an appreciation for diverse people’s, languages and
cultures (Bennett, 1993; Sinicrope, Norris and Watanabe,
2007). Schools are also positioned to enhance student’s
ability to understand their place in the community and
the world and improve such ability to make judgements
and take action (Hanvey, 1975 in PISA, 2018).

11. Why is it important for students to develop
Global Competence?
Global competence can help young people:
• develop cultural awareness and respectful interactions in increasingly diverse
societies;
• recognize and challenge cultural biases and stereotypes, and facilitate harmonious
living in multicultural communities;
• prepare for the world of work, which increasingly demands individuals who are
effective communicators, are open to people from different cultural backgrounds,
can build trust in diverse teams and can demonstrate respect for others, especially
as technology continues to make it easier to connect on a global scale;
• capitalize on inherently interconnected digital spaces, question biased media
representations, and express their voice responsibly online;
• care about global issues and engage in tackling social, political, economic and
environmental challenges.

12. The Need for Global Competence
The following are the reasons why global competence is necessary.
1. To live harmoniously in multicultural communities. Education
for global competence can promote cultural awareness and
purposeful interactions in increasingly diverse societies (Brubacker
and Laitin, 1998; Kymlicka, 1995; Sen, 2007). People with diverse
cultures are able to live peacefully, respect differences, find
common solutions, resolve conflicts and learn to live together as
global citizens (Delors, et. al., 1996; UNESCO, 2014). Thus,
education can teach students the need to address cultural biases
and stereotypes.

13. 2. To thrive in a changing labor market. Education for
global competence can boost employability through
effective communication and appropriate behavior within
diverse teams using technology in accessing and
connecting to the world (British Council, 2013).

14. 3. To use media platforms effectively and responsibly.
Radical transformation in digital technologies have shaped
young people’s outlook on the world, their interaction
with others and perception of themselves. Online
networks, social media and interactive technologies give
rise to new concepts of learning, wherein young people
exercise to take their freedom on what and how they
learn (Zuckerman, 2014).

15. 4. To support the sustainable development goals.
Education for Global competence can help form
new generations who care about global issues and
engage in social, political, economic and
environmental discussions.

16. Dimensions of Global Competence:
Implications to Education
Dimension 1: Examine issues of local, global and
cultural significance
This dimension refers to globally competent
people's practices of effectively utilizing knowledge
about the world and critical reasoning in forming
their own opinion about a global issue.

17. Dimension 2: Understand and appreciate the
perspectives and world views of others.
This dimension 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.

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

19. Dimension 4: Take action for collective well-
being and sustainable development
This dimension 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.

20. The Assessment strategy for global competence
The assessment strategy for global competence The PISA
2018 assessment of global competence contributes
development, while considering challenges and limitations.
1) a cognitive test exclusively focused on the construct of
global understanding"; and 2) a set of components: self-
reported information on students It has two questionnaire
items collecting 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).

21. 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. The curriculum
should focus on four knowledge domains: (1) culture and intercultural relations;
(2) socio-economic development and interdependence; (3) environmental
sustainability, and institutions, conflicts and human rights. Teaching these four
domains should stress on differences in perspectives, questioning concepts, and
arguments. Students can acquire knowledge in this domain by reflecting on their
own cultural identity and that of their peers by analyzing common stereotypes
toward people in their community or by analyzing related cases of cultural
conflict. Acquiring knowledge in this aspect is important in developing values,
such as peace, respect, non- discrimination, equality, fairness, acceptance, justice,
non-violence and tolerance (OECD, 2018).

22. 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
oppurtunity 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.

23. 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 to challenge misinformation
and stereotypes about their countries and people, and
thus, results in intolerance and oversimplified
reperesentations of the world.

24. Openness, respect for diversity and global-mindedness
Globally competent behavior requires an attitude of
openness towards people from other cultural
backgrounds, an attitude of respect for cultural
differences and an attitude of Global-mindedness. Such
attitudes can be fostered explicity through participatory
and learner-centered teaching, as well as through a
curriculum characterized by fair practices and an
acommodating school climate for all students.

25. Valuing human dignity and diversity
It contributes to global competence because they
constitute critical filters through which individuals process
information about their cultures and decide how to
engage with others and the world. Hence, people, who
cultivate these values, become more aware of themselves
and their surroundings, and are strongly motivated to
fight against exclusion, ignorance, violence, oppression
and war.

26. Clapham (2006) introduced the four apsects of valuing
equality of core rights and dignity. To wit:
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 individuals self-fulfillment,
autonomy or self-realization;
3. The recognition that protection of group identity and
culture may be essential for that of personal dignity;
4. The creation of necessary conditions to have the essential
needs satisfied.

27. Global understanding
Understanding connection is the ability to use
knowledge to find meaning and between different
pieces of information and perspectives.
Interrelated cognitive processes that globally
competent students need to use to understand
fully global intercultural or issues and situations
(OECD, 2018).

28. 1. The explain compevaluate 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.

29. 3. The capacity to understand differences in
communication, recognizing the importance of socially
appropriate communication and adapting it to the
demands of diverse cultural contexts.
4. The capacity to evaluate actions and consequences by
identifying and comparing different courses of action and
weighing actions on the basis of consequences

30. 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.

31. 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.

32. 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 are content are negotiated and learners can create
their own learning materials that they present and evaluate
together.
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.

33. Service learning is another tool that can help students develop
multiple global skills through real-world experience. This requires
learners to participate in organized activities that are based on what
has been learned in the classroom and that benefit their
communities.
The Story Circle Approach intends students to practice key
intercultural skills, including respect, cultural self-awareness and
emphaty. The students, in groups of 5-6, take turns sharing a 3-
minute story from their own experience based in 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, student
then, share the most memorable point from each story in a “flash
back” activity.

34. 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.

35. 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.

36. THANK YOU!