Global Competence Education Strategies: A View from around the World and Considerations for Implementation

Briga, Elisa; Jones, Sarah-Louise; Howland, Corinna; Liles, Melissa

Abstract

In this chapter we present how global competence development is articulated in education policies across four intergovernmental organisations (IOs) and 11 countries. We conducted this review as part of a preliminary scoping study within an European Erasmus+-funded project which aims to develop future cohorts of teachers who are globally competent themselves and have the skills to develop this in their students. To the extent that policies influence whether and how teachers frame global competence education (GComEd) within their curricula and have access to enabling tools, we identify in this research how GComEd is integrated within various governing documents. Studying policy documents identified between November 2019 to May 2021, we build on previous literature (e.g. Reimers & Chung, 2019; Grant & Portera, 2010) that explores national policies related to GComEd (and similar concepts) and their implementation.
The notion of GComEd has grown in importance since 2005, not least because of its inclusion in the Organisation for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment (PISA) tests in 2018. The OECD Global Competence Framework (2018) is not the only exercise to conceptualise and guide the provision of educational programmes fostering awareness of global issues and intercultural competence; the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the Council of Europe (CoE) and the European Union (EU) also have frameworks which appear to inform national-level policies. Therefore, we begin this chapter by reviewing these IOs in the context of how they define GComEd and related concepts (e.g. global citizenship). Having located the essence of GComEd from an international perspective, we then discuss how GComEd has been interpreted in national education policies across a selection of 11 countries. Next, we analyse points of comparison between the international and national policies. We conclude by proposing considerations related to GComEd implementation in the classroom for future study, planning or implementation.

Citation

Briga, E., Jones, S., Howland, C., & Liles, M. (2023). Global Competence Education Strategies: A View from around the World and Considerations for Implementation. In C. Ullom, & N. Guler (Eds.), At School in the World: Developing Globally Engaged Teachers. Lanham, Md.: Rowman & Littlefield

• Acceptance Date: Aug 16, 2021
• Publication Date: 2023-02
• Deposit Date: Jan 18, 2022
• Publicly Available Date: Aug 29, 2024
• Publisher: Rowman & Littlefield
• Series Title: Global Teacher Education
• Book Title: At School in the World: Developing Globally Engaged Teachers
• Chapter Number: 2
• ISBN: 9781538153826; 9781538153833
• Public URL: https://hull-repository.worktribe.com/output/3827762
• Publisher URL: https://rowman.com/ISBN/9781538153840/At-School-in-the-World-Developing-Globally-Engaged-Teachers