OECD and the Center for Global Education worked with academics, educators, and stakeholders in the global education field over several years to
define global competence for primary and secondary education.
The OECD PISA framework
defines global competence as: «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.»
Not exact matches
«
Global competence» is defined as «the capacity and disposition to understand and act on issues of global significance,» and is demonstrated by the ability to perform the following (Boix Mansilla and Jackson, 2011, p. xiii, p
Global competence» is
defined as «the capacity and disposition to understand and act on issues of
global significance,» and is demonstrated by the ability to perform the following (Boix Mansilla and Jackson, 2011, p. xiii, p
global significance,» and is demonstrated by the ability to perform the following (Boix Mansilla and Jackson, 2011, p. xiii, p. 11):
Specifically, Boix Mansilla and Jackson explore
global competence as defined by a recent collaboration between the Asia Society Partnership for Global Learning and the Council of Chief State School Officers (C
global competence as
defined by a recent collaboration between the Asia Society Partnership for
Global Learning and the Council of Chief State School Officers (C
Global Learning and the Council of Chief State School Officers (CCSSO).
As we look to 2018, we will be testing
global competence, which we
define in terms of inter-cultural sensitivity.