Global how? – Linking practice to theory: A competency model for training global learning facilitators (original) (raw)

Educació global i desenvolupament i habilitats globals

Educar

Development education has its roots in Europe in response to decolonisation and the need for public support and engagement in international development. From these roots, it grew as a field of educational practice to encompass themes of global citizenship, postcolonialism and critical pedagogy. Global education, on the other hand, has its roots in broader traditions around international education from both North America and Europe. Today both educational fields have come together in many countries under the umbrella of either global learning or global citizenship education. This article reviews this growth from a UK perspective and then outlines an area, namely skills, which has to date had a lower profile than knowledge and values. It concludes by proposing a framework for global skills that is based on the author's work on pedagogy for global social justice.

Educating for Global Competence: Learning Redefined for an Interconnected World

The world in which today's students will live and work is fundamentally different from the one in which their parents and teachers grew up. Rapid economic, technological and social changes are creating a world that is ever more interconnected and interdependent. Globalization of economies, the digital revolution, mass migration, and the prospect of climate instability are triggering new concerns and demanding a new kind of graduate. At the dawn of the 21st century we are recasting our understanding of economics, communication, security, cultural identity, citizenship, and the environment. There is an increasing call for a more powerful and relevant learning in response to these new demands and opportunities .

Global learning: Definition, assessment, and approaches

Journal of Global Education and Research, 2022

Global learning has become a fundamental aspect of international education. Yet, a clear understanding of global learning and how to develop it remain unclear. Using the dynamic systems approach, this paper analyzed the reasons, methods, and knowledge, skills, and attitudes(KSA) of global learning in higher education. Global learning is the higher education institutions’ critical response to globalization. It is the essential learning outcome of comprehensive internationalization of curriculum requiring students to develop KSA about the external world and their internal selves in their daily lives across local and global communities. With survey results from 142 undergraduate students in one U.S. university and a global learning rubric and publication, this paper demonstrated how global learning is interpreted and approached differently at various levels and further proposed pedagogical approaches to enhance global learning in higher education.

PROMOTING GLOBAL COMPETENCIES AT INSTITUTIONS OF HIGHER

In the 21 st century, institutions of higher education are required to broaden their curricula to equip students with global competency skills. The 2014/2015 academic year marked a collaboration project between postgraduate students from the University of Namibia and the William Paterson University in New Jersey in the Educational Technology module using the Facebook web page to promote global competency skills among students. This study ought to understand the University of Namibia postgraduate's students, lecturer and the lecturer from William Paterson University 'perceptions on the use of Facebook as a platform for international collaborative learning. The study determines whether the collaborative project promotes global competency skills among students or not. This qualitative study is anchored in a multiple case design. The purposive and convenience sampling methods were used to select the participants. Interview guides and field notes were used to collect data from UNAM postgraduate students and both University of Namibia and William Paterson University lecturers who participated in the collaborative learning project. The activities from the Facebook web page were also analysed. Significantly, the six sets of knowledge from the TPACK framework were the lens through in which the study was observed. The results showed that students were able to complete the international collaborative learning tasks successfully despite several challenges experienced. The study further confirmed that the project enhanced students' global competency skills such as problem-solving skills, innovative and critical thinking, team work, and working with peers from different backgrounds. It was also found that students had learned new concepts of the subject matter as well as technological instructional strategies. iv Therefore, teachers should be prepared for global learning so that they would be able to implement the global competency skills in a K-12 environment. Global competency skills are key elements in developing the 21 st century. Developing policies and curricula focussed on internationalisation of higher education and preparing the essential conditions for the appropriate technology tools are recommendations going forward for any higher education institution. v

Conceptual construction of global competence in education.

Teoría de la Educación. Revista Interuniversitaria, 2022

Global competence as a learning objective has become relevant since its inclusion in the Programme for International Student Assessment (PISA). Despite the growing interest in this competence, there are several issues requiring deep reflection, such as: What is global competence? How has it been constructed? From which approaches are the discursive processes for its construction based? And, what does intercultural education contribute to this construct? To answer these questions, this paper analyses the background, conceptualisations, approaches and theories on which the concept has been built, with special emphasis on interculturality as an educational approach and model that favours inclusion. The method used is a critical review and discursive analysis. It has been found that the instrumentalist approach to social efficiency has predominated in the conceptualisation, (at least as the underlying approach), as opposed to an approach of social re-constructionism that usually appears in the foreground. On many occasions the global competence and intercultural competence constructs are used interchangeably, although the former is more comprehensive in addressing the challenges of globalisation. Finally, it is highlighted that there are conceptual and measurement challenges and limitations that make it difficult to compare the acquisition of this competence at an international level and that therefore require more studies that systematically investigate the construction of the concept, its development and measurement.

Buenas prácticas en el desarrollo de la competencia global en el marco del bachillerato internacional

RECIE. Revista Caribeña de Investigación Educativa

In a rapidly changing world, students must develop their global competence, which is the ability to understand, act and manage global and intercultural affairs. However, there is still no systematic description in the literature of how educational institutions should act to contribute to the development of this competence in their students. This study attempts to discover those organizational and teaching practices that foster an optimal climate for the development of global competence, based on a case study methodology from a center that is a reference in this field. Through qualitative research, the practices that have proven effective are identified. It is concluded that intelligent leadership that encourages both personalized learning and action-taking within a culturally diverse environment is key to global competence En un mundo que cambia rápidamente, los estudiantes deben desarrollar su competencia global, que es la habilidad para entender, actuar y manejar los asuntos globa...