The Analysis of PISA 2018 Global Competence Assessment Framework: Implication for Global Education in Korea

2016 ◽  
Vol 17 (1) ◽  
pp. 65-91
Author(s):  
Sujin Hong ◽  
◽  
Chunhong Kim ◽  
Keyword(s):  
Global Education ◽  
Global Competence ◽  
Competence Assessment ◽  
Assessment Framework

scholarly journals The Diversity Conflation and Action Ruse: A Critical Discourse Analysis of the OECD’s Framework for Global Competence

2020 ◽  
Vol 49 (1) ◽  
pp. 1-18
Author(s):  
Hajar Idrissi ◽  
Laura Engel ◽  
Karen Pashby
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Global Education ◽  
International Student ◽  
Student Assessment ◽  
Critical Discourse ◽  
Global Competence ◽  
Cultural Backgrounds ◽  
International Student Assessment ◽  
Framework Document

The Organization for Economic Co-operation and Development’s (OECD) Program for International Student Assessment (PISA) 2018 includes a measure of global competence. In PISA, global competence is a cross-curricular domain that aims to measure a set of skills and attitudes that support respectful relationships with people from different cultural backgrounds and engage for peaceful and sustainable societies. This paper builds theoretically and empirically from previous research that investigates the framing and messaging of global education policy as well as the tendency to conflate local and global approaches to diversity and difference in research and practice. We critically explore the OECD’s framework of global competence in PISA 2018 by reporting on two key findings from a critical discourse analysis. We examine language use and discursive practices to consider how global competence in the OECD 2018 framework document is structured, messaged, and mediated at an international level, and to what extent it reflects critiques around individualization and conflation of multiculturalism and global citizenship. We organized findings on two major themes, namely encountering the “other” and taking action.

Academic ESP Oral Production

2017 ◽  
pp. 255-271
Author(s):  
Soraya García-Sánchez ◽  
Conchi Hernández-Guerra
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Global Education ◽  
Team Work ◽  
Global Competence ◽  
Education Students ◽  
Oral Production ◽  
International Language ◽  
Evaluation Procedures ◽  
Successful Communication

Current higher education students are frequently engaged to 24/7 interconnectedness, which should contribute towards their careful awareness of other languages and cultures at the time of receiving or communicating information. English remains the international language higher education learners and professional citizens in general need to perform to access the most competent job vacancies. This chapter is based on assessing oral production tasks that pursue to enhance speaking skills, team-work competences, and problem-solving in English for Specific Purposes (ESP) courses in the Degrees of History and Social Work. The results compare not only the oral outcomes of these two ESP groups but what evaluation procedures and assessment criteria have been considered to promote successful communication in English. Equally, this ESP content would be analysed to observe if teams succeeded in building not only local needs but also a conscious global education that is responsibly engaged with other cultures, as promoted by the global competence.

A Global Competence Approach to Teaching Development for Intercultural Education

2021 ◽  
pp. 268-287
Author(s):  
Isabel María Gómez Barreto ◽  
Raquel Segura Fernández ◽  
José Sánchez-Santamaría ◽  
Carlos Montoya Fernández
Keyword(s):  
Global Education ◽  
Theoretical Background ◽  
Intercultural Education ◽  
Global Competence ◽  
Face To Face ◽  
Educational Professionals ◽  
Practice Models ◽  
Approach To Teaching ◽  
Didactic Strategies

The aim of this chapter is to show a training framework for intercultural education from the perspective of global competence for educational professionals in formal and non-formal settings. The theoretical background is education for critical intercultural citizenship in the framework of global competence and connectivism. The training framework is conceived through a community of professional practice models of intercultural education through web environments, social networks, and face-to-face workshops. The focus is on the critical and reflective practice and the perspective taking to explore beliefs about global and intercultural education, to become aware of the quality of interactions in educational contexts in cultural diversity, and to adopt didactic strategies for the implementation of a curriculum aimed at contributing to a global education that meets the needs and characteristics of the 21st century.

Global Education Beyond Immersion and Regimes of Mobility

2022 ◽  
pp. 259-278
Author(s):  
Neriko Musha Doerr
Keyword(s):  
Study Abroad ◽  
Global Education ◽  
Double Standard ◽  
Global Competence ◽  
Binary Opposition ◽  
New Approaches ◽  
Immigrant Experiences ◽  
Classroom Project ◽  
Structural Arrangements

This chapter suggests new approaches to global education based on ethnographic fieldworks of students' study abroad experience and a classroom project that challenges the binary opposition of “cultures” in the notion of immersion by drawing on the multi-scalar networks framework where individuals are seen to have multiple connections to others and by replacing the notion of “global competence” with “structural competence” that sees mundane practices as symptoms of wider structural arrangements. This chapter also challenges the double standard over mobility in “regimes of mobility” and argues for connecting study abroad and minority immigrant experiences on campus and including diverse programs within the purview of global education.

Practical Strategies for Rural-Serving Community College Global Programming

2019 ◽  
pp. 228-241
Author(s):  
Marc Thomas
Keyword(s):  
United States ◽  
College Students ◽  
Community College ◽  
International Education ◽  
Global Education ◽  
The United States ◽  
Global Competence ◽  
Promising Practices ◽  
Rural Districts ◽  
Rural Community College

Nearly two-thirds of all community college districts in the United States are defined as rural serving, as reported by the Rural Community College Alliance (2017), representing 37%—or more than 3 million—of community college students nationally. These rural districts often struggle to fund and develop global education activities. This chapter will identify promising practices employed by three rural-serving colleges to improve student global competence through international-education programming.

The Place of Ubuntu in Global Education

2018 ◽  
pp. 223-248
Author(s):  
Joseph Mukuni ◽  
Josiah Tlou
Keyword(s):  
Global Education ◽  
Knowledge Systems ◽  
Global Competence ◽  
Conceptual Frameworks ◽  
Global Competencies ◽  
Indigenous Philosophy ◽  
The World ◽  
Different Cultures

Global competencies can be promoted only if people from different cultures share their knowledge systems and traditional conceptual frameworks with the rest of the world. It is in this context that the authors propose that global education can benefit from ubuntu, Africa's indigenous philosophy of being. This case study highlights, among other things, how ubuntu aligns with the global competencies articulated in the Global Competence Matrix.

HIGHER EDUCATION AND GLOBAL COMPETENCE: RENEWING THE EDUCATIONAL CONCEPT OF UNIVERSITIES IN RUSSIA

2018 ◽  
Vol 1 ◽  
pp. 444-453
Author(s):  
Marina Polukhina ◽  
Maria Doskovskaya
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Global Education ◽  
Global Competence ◽  
International Mobility ◽  
Specific Knowledge ◽  
Four Dimensions ◽  
Economic Competitiveness ◽  
Educational Concept ◽  
The World

The world is changing at an increasing pace. We are living in a time of dramatic transformations such as globalization with its impact on economic competitiveness and social cohesion, international mobility, new occupations and careers, advances in technology and its use. Such processes affected the higher education of many countries, including Russia, and created the concept of global education. Nowadays our students have the opportunity and challenge of living and working in such a diverse and rapidly changing world. Thus, renewing the educational concept of universities is becoming relevant. In this article, the authors consider definitions and dimensions of global competence as an essential component of training young specialists as well as 21st century learning in the context of global competence. The authors present how global competence is defined as the combination of the four dimensions and how each dimension builds on specific knowledge, skills, attitudes and values: Also, the paper considers the ways of renewing higher education in Russia and points of growth.

scholarly journals Developing Preservice Elementary Teachers’ Global Competence

2019 ◽  
Vol 28 (1) ◽  
pp. 48-62 ◽  
Author(s):  
Ilghiz M. Sinagatullin
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Knowledge Base ◽  
Personal Growth ◽  
Global Education ◽  
Global Competence ◽  
Global Knowledge ◽  
School Environments ◽  
Diverse Classrooms ◽  
Global Problems

Today it is imperative that preservice teachers become globally competent specialists to effectively work in diverse classrooms and school environments. The author briefly focuses on the contemporary globalization, characterizes the essence of global education, concentrates on some issues of developing future elementary teachers’ global competence, and discusses the results of an empirical investigation that was aimed at substantiating the level of candidate teachers’ global competence. The findings indicate that integrating meaningful global knowledge base in the preservice teacher education curriculum makes a profound influence on their professional and personal growth. They come to understand that globally competent educators should indeed have a solid global knowledge base, possess a tolerant attitude to human diversity, and realize themselves as participants in solving vital global problems.

scholarly journals Toward one world or many? A comparative analysis of OECD and UNESCO global education policy documents

2019 ◽  
Vol 11 (1) ◽  
pp. 68-86 ◽  
Author(s):  
Victoria Vaccari ◽  
Meg P. Gardinier
Keyword(s):  
Sustainable Development ◽  
Comparative Analysis ◽  
International Organizations ◽  
Global Education ◽  
Global Citizenship ◽  
Global Competence ◽  
Policy Documents ◽  
2030 Agenda ◽  
Global Vision ◽  
Key Policy

Education policymaking has gone global. The 2030 Agenda for Sustainable Development aims to galvanize efforts to promote sustainable development, decrease global inequalities, and realize universal quality education. Supporting these efforts, two leading international organizations, UNESCO and the OECD, have set out normative frameworks for their vision of global education. This paper examines the policy discourses of these organizations in light of SDG 4–Education. Specifically, through a comparative analysis of selected terms and underlying concepts in key policy documents, the paper distinguishes between UNESCO's notion of global citizenship and the OECD's framework for global competence . Ultimately, the authors discuss whether the organizations' agendas are aimed at a common global vision, or, alternatively, towards two distinct and divergent conceptualizations of an imagined future.

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