Click on the above image to view or download the Asia Society Partnership for Global Learning Educating for Global Competence Preparing our Youth to Engage the World (A Global Education Handbook)
What is global education and why is it important?
Global education strives to empower students with skills to compete internationally with college and career readiness skills and beyond that, to be contributing problem-solvers and change agents in an ever complex world. Global education ideally fosters global minded citizens who are creative, empathetic, open minded, problem solving thinkers. Here are the 4 competencies of global citizenship according to the Asia Society’s handbook on Educating for Global Competence:
A substantive understanding of the world is the foundation of global competence. Students demonstrate global competence through awareness and curiosity about how the world works—informed by disciplinary and interdisciplinary insights. Specifically, globally competent students are able to perform the following four competences:
Global education strives to empower students with skills to compete internationally with college and career readiness skills and beyond that, to be contributing problem-solvers and change agents in an ever complex world. Global education ideally fosters global minded citizens who are creative, empathetic, open minded, problem solving thinkers. Here are the 4 competencies of global citizenship according to the Asia Society’s handbook on Educating for Global Competence:
A substantive understanding of the world is the foundation of global competence. Students demonstrate global competence through awareness and curiosity about how the world works—informed by disciplinary and interdisciplinary insights. Specifically, globally competent students are able to perform the following four competences:
1. Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
2. Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully. 3. Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers. 4. Take action to improve conditions, viewing themselves as players in the world and participating reflectively. |
How Global Education impacts students (from Asia Society Educating for Global Competence) :
“We want each of our graduates at Ogden to be global citizens who feel comfortable in any situation they are presented with, regardless of where they may be. If we are doing our jobs correctly, our students will learn the skills they need to be successful in college and in their careers. We are trying to teach them to be lifelong learners who are respectful and caring of the people around them. By forming better global citizens, we are trying to create a ripple effect to benefit others outside of our school walls.” Jeffrey Finelli Teacher Ogden International School of Chicago
“We have a responsibility to our urban students who share classrooms and neighborhoods with people from all over the globe. They require the tools to understand and interact with people who have vastly different cultures in order to appreciate their many similarities. Global competence isn’t as much about knowledge of other nations as it is about the skill of relating to people of diverse backgrounds. These skills are missing in urban America.”
Bryan Melnick Teacher Henry Street School for International Studies New York, NY.
“We want each of our graduates at Ogden to be global citizens who feel comfortable in any situation they are presented with, regardless of where they may be. If we are doing our jobs correctly, our students will learn the skills they need to be successful in college and in their careers. We are trying to teach them to be lifelong learners who are respectful and caring of the people around them. By forming better global citizens, we are trying to create a ripple effect to benefit others outside of our school walls.” Jeffrey Finelli Teacher Ogden International School of Chicago
“We have a responsibility to our urban students who share classrooms and neighborhoods with people from all over the globe. They require the tools to understand and interact with people who have vastly different cultures in order to appreciate their many similarities. Global competence isn’t as much about knowledge of other nations as it is about the skill of relating to people of diverse backgrounds. These skills are missing in urban America.”
Bryan Melnick Teacher Henry Street School for International Studies New York, NY.
Disclaimer: This is not an official U.S. Department of State site. The views and information presented are the grantee’s own and do not represent the Teachers for Global Classrooms Program, IREX, or the U.S. Department of State.