Last week we began to explore the OECD Global Competency for An Inclusive World document, published in 2016, and its potential impact on education. What has this got to do with me you may ask and why should I take note? Every year, and this is no exception, education is becoming more globalised and everyone everywhere at some point is being or will be impacted by what they or someone else has learnt.
In this era of global connectivity and increasing educational global connectivity, my interests turn to what is being taught, who is making the decisions on what is being learnt, who decides on what that should look like and how can we engage, if we choose to, so that we can be active participants rather than net receivers?
According to the UIS database, in 2015 nearly 724 million children were enrolled in primary education and millions of other individuals will have been involved in some type of education. They will have been influenced by education content (curricula) that will have an impact on the way they see themselves, life, opportunity, decision making and the trajectory of their lives and others. In Sub-Saharan Africa in 2015, these questions relate to 157.6 million children enrolled in primary education.
Last week I mentioned the 2018 Programme for International Student Assessment (PISA) and that it is expected that 15-year-olds in 80 different countries would be taking it this year. This year it includes global competence development. An indication of the types of questions that might be asked were published in 2016. Section ST204 in Module 10, Global Competence, explores “attitudes towards immigrants”. The question, “People are increasingly moving from one country to another. How much do you agree with the following statements about immigrants?” Sub questions were then posed concerning use of language, educational opportunities for children, opportunities to vote, continuation of immigrant life style in the new country of residence, rights and whether immigration should be restricted if there is a perceived shortage of jobs. In relation to migration and culture, perspectives are sought regarding language spoken in the home, understood perspectives of teaching staff and multicultural education and the learning environment. These are very powerful questions that perhaps would be beneficial for us all to consider.
“The OECD is constructing a framework to help shape what young people learn for 2030.” It makes 4 propositions or suggestions. 1. Traditional curriculum should be quickly accelerated and updated, 2. Skills, attitudes and values that shape human behaviour should be rethought, 3. Modern learning should include the ability to reflect on the way a person learns best and 4. Each learner should strive to achieve a set of key competences that enable them to ‘engage with and act in the world’.
In 2013 UNESCO said “The cost of ignorance of other cultures is so high, including the dangers of conflicts and crimes, that it is vital to invest in activities necessary to clarify, teach, promote, enact and support global competence and global citizenship”.
An incredibly important statement. I encourage all of us not to sit on the side lines but to get involved at whatever level we can.
Shepperson & Shepperson Consultants Ltd
Source: Lesley Shepperson / firstname.lastname@example.org / www.zongonews.com