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The OECD (2018) defines global competence as "the capacity to examine local, global and intercultural issues, to understand and appreciate the perspectives and world views of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective well-being and sustainable development. "
The graphic on the right identifies four specific dimensions global competence within the context of developing knowledge, skills, attitudes, and values.
Below, we summarize the relationship of the Global ESD Design concept to these four dimensions.
The OECD / PISA Global Competency Framework
The OECD / PISA Global Competency Framework
Connections to the Global ESD Design Concept
Connections to the Global ESD Design Concept
1. the capacity to examine issues and situations of local, global and cultural significance (e.g. poverty, economic interdependence, migration, inequality, environmental risks, conflicts, cultural differences and stereotypes)
The Global ESD design concept provides students with a unique lens on the behavior and cultural dimensions of significant issues at local and global scales of society.
2. the capacity to understand and appreciate different perspectives and world views;
The Global ESD design concept provides students with both a scientific understanding of our human capacities for perspective taking, as well as practical tools for enhancing our own skills and creating the conditions for others to engage diverse views on important sustainability issues.
3. the ability to establish positive interactions with people of different national, ethnic, religious, ocial or cultural backgrounds or gender; and
The Global ESD design concept provides students with both a scientific understanding of our human capacities for creating strong cultural identities, for these identities to also drive us apart, and for our capacity to expand our circles of cooperation around shared interests and values. These scientific perspectives connect to diverse tools for enhancing our own skills and creating the conditions for others to engage in more positive interactions with the cultural diversity of our species.
4. the capacity and disposition to take constructive action toward sustainable development and collective well-being.
The Global ESD design concept provides students with both a scientific understanding of our human capacities for engaging in collective action towards common goals, as well as practical tools for cultivating the conditions that favor cooperation and collaboration around important sustainability issues affecting diverse stakeholders.
References and Links
References and Links
OECD (2018). Preparing our youth for an inclusive and sustainable world. The OECD PISA global competence framework. https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf
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