Definition: Finding solutions to difficult and complex issues.
Behavioral
Outcome: Intercultural communication
Definition: Respectfully interacting with people from different cultures so everyone understands one another. This includes verbal and nonverbal communication (e.g., speaking with someone in his or her native language, actively listening, being mindful of cultural interpretations of gestures and intonations).
Outcome: Intercultural collaboration
Definition: Working in teams with people from diverse backgrounds toward a common goal so everyone feels valued, respected, and treated equally.
Outcome: Taking action
Definition: Feeling a social responsibility to improve local and global conditions and taking concrete steps to do so.
A growing number of government agencies, nongovernmental organizations (NGOs), business leaders, and reform-minded educators have recognized the importance of and are advocating for making global competence an outcome for every student in all schools. A handful of state-level policies that support global competence development have been passed by state legislatures and departments of education. For example, the Illinois Global Scholars Certificate, passed by the state legislature and signed by the governor in 2017, awards a global scholar certification to high school students who complete global coursework, global service learning, and a performance-based capstone project in which they investigate and take action on a global issue.
North Carolina's state board of education approved a Global Educator Digital Badge in 2014, which awards teachers a digital badge for completing global professional development and a capstone project. This was followed in 2015 by the Global Ready School and Global Ready District designations that recognize schools and districts infusing global education across instruction, professional development, and partnerships. In addition, the Seal of Biliteracy, which recognizes students for attaining proficiency in English and another language by the time of graduation, is also becoming more popular in many states. As of 2017, 25 states and the District of Columbia participated in the program (Davin & Heineke, 2017).
The U.S. Department of Education has also recognized the importance of preparing a globally competent citizenry. Their 2012–2016 international strategy addressed the need to prepare all students to succeed globally through international education and engagement. Its first objective was to "increase global competencies for all U.S. students, including those from traditionally disadvantaged groups" (U.S. Department of Education, 2012, p. 5). The report argues,
In today's globalized world, an effective domestic education agenda must address global needs and trends and aim to develop a globally competent citizenry. It is no longer enough to focus solely on ensuring that our students have essential reading, writing, mathematics, and science skills. Our hyperconnected world also requires the ability to think critically and creatively to solve complex problems, the skills and dispositions to engage globally, well-honed communication skills, and advanced mathematics, science, and technical skills. Such competencies will prepare students, and our nation, for a world in which the following are a reality: economic competitiveness and jobs, global challenges, national security and diplomacy, and a diverse U.S. society. (p. 2)
The U.S. Department of Education (2017) subsequently released the Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence, and Economic Competitiveness. These competencies fall under the broad domains of collaboration and communication, world and heritage languages, diverse perspectives, and civic and global engagement. The framework further defines globally and culturally competent individuals as those who are
Proficient in at least two languages.
Aware of differences that exist between cultures, open to diverse perspectives, and appreciative of insight gained through open cultural exchange.
Critical and creative thinkers, who can apply understanding of diverse cultures, beliefs, economies, technology, and forms of government to work effectively in cross-cultural settings to address societal, environmental, or entrepreneurial challenges.
Able to operate at a professional level in intercultural and international contexts and to continue to develop new skills and harness technology to support continued growth.
Supranational agencies, including the United Nations (UN) and the Organisation for Economic Co-operation and Development (OECD), also advocate for globally competent teaching and learning. The UN Sustainable Development Goals emphasize global citizenship as a crucial education outcome. For example, Target 4.7 reads as follows: "By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development" (United Nations, 2019).
UNESCO—the United Nations Educational, Scientific, and Cultural Organization—defines global citizenship as inclusive of three core dimensions: 1) to acquire knowledge, understanding, and critical thinking about global, regional, national, and local issues and the interconnectedness and interdependency of different countries and population; 2) to have a sense of belonging to a common humanity, sharing values and responsibilities, empathy, solidarity, and respect for differences and diversity; and 3) to act effectively and responsibly at local, national, and global levels for a more peaceful and sustainable world (UNESCO, 2015).
The OECD is a supranational organization that promotes policies aimed at improving economic and social well-being around the world through 36 member countries. They administrate the Programme for International Student Assessment (PISA)—a yardstick that countries use to compare their education systems. In 2015, the PISA tested global competence among adolescents for the first time. The OECD (2018) defines global competence as consisting of four dimensions: 1) to examine local, global, and intercultural issues; 2) to understand and appreciate the perspectives and world views of others; 3) to engage in open, appropriate, and effective interactions with people from different cultures; and 4) to act for collective well-being and sustainable development. These dimensions closely mirror the four domains of global competence as set forth by the Asia Society and the Council of Chief State School Officers: investigate the world, recognize perspectives, communicate ideas, and take action (Mansilla & Jackson, 2011).
Closest to the core of teaching and learning has been a groundswell of education organizations that provide programs, instructional materials, tools, and professional development aimed at fostering global competence in students. The following is just a tiny sampling of those organizations:
World Savvy, an education nonprofit founded in response to rising levels of xenophobia in the wake of the September 11 terrorist attacks, provides professional development for educators and project-based learning for K–12 students that "engages youth to learn, work, and thrive as responsible global citizens." To date, it has worked with hundreds of thousands of youth and thousands of educators.
The Asia Society Center for Global Education has worked with schools as part of its International Studies School Network (ISSN) since 2003. The goal of the ISSN is to develop a school's capacity to prepare globally competent students through on-site coaching, resources and tools, global competence performance assessments, and networking activities.
Participate Learning partners with schools and districts to integrate global content into the classroom curriculum to bring in dual language immersion programs and to hire international teachers as cultural ambassadors and language instructors. With the mission of ensuring equitable