As part of the program, Diana will go through robust, year - long professional development and complete Year One of VIF International Education's Global Gateway, an online course designed to be a foundation for
understanding global competence.
Not exact matches
Specific lines of inquiry will include: engaging complexity (developing tools to support learners to engage with complex contemporary issues); developing
global thinking /
competence (fostering perspective taking, empathy, recognizing perspectives); transfer of learning; balancing reflection and intuition; and emergent aspects of learning (how some
understandings and skills may emerge best through bottom - up processes as rather than through direct instruction).
Specific lines of inquiry include: engaging complexity (developing tools to support learners to engage with complex contemporary issues); developing
global thinking /
competence (fostering perspective taking, empathy, recognizing perspectives); transfer of learning; balancing reflection and intuition; and emergent aspects of learning (how some
understandings and skills may emerge best through bottom - up processes as rather than through direct instruction).
Global Education Rankings to Measure Tolerance (BBC) Project Zero collaborated with the Organization for Economic Cooperation and Development to develop a new framework for the 2018 PISA test, which will focus on measuring and understanding students» global compe
Global Education Rankings to Measure Tolerance (BBC) Project Zero collaborated with the Organization for Economic Cooperation and Development to develop a new framework for the 2018 PISA test, which will focus on measuring and
understanding students»
global compe
global competence.
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.»
The program is a mix of self - paced learning, facilitated group discussion, and job - embedded learning that will help educators
understand, advocate for, and implement strategies for
global competence with their students.
«
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):
Based on comparative study of curriculum innovations, I can point out six «beyonds,» where educators are venturing beyond the traditional disciplines, in brief: beyond content, infusing 21st century skills,
competences, etc.; beyond local, embracing
global perspectives, problems, and studies; beyond topics, transforming topics into tools of broad
understanding; beyond the traditional disciplines, renewing and extending those disciplines; beyond discrete disciplines, embracing interdisciplinary topics and problems; beyond academic engagement, fostering personal significance, commitment, and passion.
«
Global competence is the capacity to analyse global and intercultural issues critically and from multiple perspectives, to understand how differences affect perceptions, judgments, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.&
Global competence is the capacity to analyse
global and intercultural issues critically and from multiple perspectives, to understand how differences affect perceptions, judgments, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.&
global and intercultural issues critically and from multiple perspectives, to
understand how differences affect perceptions, judgments, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.»
The acquisition of knowledge, skills,
competences that lifelong learning should enable is not limited, in its conceptual
understanding, to that of foundational skills, but also encompasses a larger panel of skills, bearing in mind the emergence of new skills deemed critical for individuals (as learning to learn, skills for
global citizenship, entrepreneurial skills, and other core skills).
Educators, policymakers, parents, and others interested in preparing students to be productive
global citizens will gain a clear
understanding of what kinds of knowledge and skills constitute «digital
competence» and «
global competence,» and what schools can — and must — do to meet the challenges and opportunities brought about by globalization and technology.
Her research draws on cognitive and social psychology and curriculum studies to examine the conditions that enable individuals to advance an interdisciplinary
understanding of problems of contemporary
global significance to develop intercultural
competence.
His research interests include supporting educators to teach for
understanding and build a classroom culture of thinking; pedagogies focused on educating for
global competence; and the challenges of sustaining change initiatives in educational settings.