Global education, global citizenship, global competence, cross-cultural exchanges, authentic immersion and community service experiences, are major programmatic and curricular themes in schools today.
In the Asia Society and CCSSO definition of global competence, a key element is taking action on the learning gained about and through interaction with the world.
Global competence is clearly one of those skills, and part of global competence is an awareness of the issues facing individuals around the world in order to better interact with these individuals with understanding and empathy, creating a global culture of peace, economic prosperity and security.
What if we linked global competence with education globally?
It was recognised that this global competence definition reflects a continuum that ranges from low level concerns that are usually readily remediable, to extreme behavioural problems that encompass significant challenges for universities, at both policy and practice levels.
Also called "global competence," it represents an understanding of other cultures and languages; but China isn't the only nation in Asia and people should also be looking more broadly, to Japan, India and Indonesia, to name just three other places, according to some experts.
FINE-TUNING your global competence doesn't have to mean a lifestyle overhaul.
Our nation's high school and university students must graduate with global competence and this will only happen on a scalable level through technology-enabled global interaction.
This paper discusses the process of designing a quantitative measure of student beliefs and attitudes about social responsibility, global competence, and global civic engagement.
So when my husband, Stewart Shankman, an associate professor of clinical psychology, received an opportunity for a sabbatical at King's College in London, our whole family crossed the pond for several months, and I decided to continue my work as a consultant and writer there, with the goal of enhancing my own global competence.
