As we continue our focus on education curriculum, the content of what is taught, we turn our attention to an interesting publication produced by the Organisation for Economic Cooperationand Development (OECD) in 2016 called Global Competency For An Inclusive World. The document outlines a “proposal for the PISA (Programme for International Student Assessment) 2018 Global Competence Assessment that emphasises quality and relevance and builds on the work already undertaken by the Global Competence Expert Group”. Contributions were made by OECD member countries. Established in 1961, the mission of the OECD is to promote policies that will improve the economic and social well-being of people globally.The purpose of the document is to begin to address the unique and emerging educational challenges being faced globally by the increased movement, migration and integration of peoples. The document acknowledges that although globalization presents opportunities for higher living standards, innovation and new experiences, it also presents considerable challenges to the current educational structures and places demands on systems, resources and people that they were not created or designed for. “Is there a distinctive competence that equips young people for the culturally diverse and digitally-connected communities in which they work and socialise? And if there is how should it be developed? Can students learn to mobilise knowledge, cognitive (thinking) and creative skills, and values and attitudes, in order to act creatively, collaboratively and ethically?” These are big and important questions and what does acting creatively, collaboratively and ethically mean and can it be agreed upon when societies have their own perspectives, beliefs, values and behaviours?It is interesting to note that the paper suggests that “The dilemma at the heart of a globalised world is how we strike the balance between strengthening common values, that cannot be compromised and appreciating diversity of proprietary values”.It is thought that the curricula will need to be, amongst other things, “interdisciplinary and responsive to the explosion of scientific and technological knowledge”. So how would we recognise this achievement? According to the paper, “The globally competent person brings his/her knowledge understanding, skills, attitudes and values together in order to work with others to solve globally relevant problems and improve the collective well-being of current and future generations.”Global Competence is part of a larger OECD Education 2030 Framework development which may eventually consider the skills required on the global stage, their assessment and ultimately inform policy intervention.Representing the collective thoughts of 35 countries and the proposed thoughts and perspectives of 15-year old students in around 80 countries on what it takes to be globally competent, this development is worthy of further scrutiny and observation of its progress as millions of young people and subsequent generations, whether resident or migratory, will be touched by the outcomes.
Shepperson & Shepperson Consultants Ltd
Lesley Shepperson / email@example.com / www.zongonews.com