Global Competency

This new publication sets forward the PISA framework for global competence developed by the OECD, which aligns closely with the definition developed by the Center for Global Education at Asia Society.

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. Volume VI: Are Students Ready to Thrive in an Interconnected World? explores students’ ability to examine issues of local, global and cultural significance; understand and appreciate the perspectives and worldviews of others; engage in open, appropriate and effective interactions across cultures; and take action for collective well-being and sustainable development.

Preparing students to participate fully in today's and tomorrow's world demands that we nurture their global competence, and this book shows teachers how to do just that. In a world rife with rapid change, environmental vulnerabilities, and racial inequities, this second edition of Educating for Global Competence poses an urgent question: What matters most for students to understand about our complex and interconnected world so they can participate fully in its future? Veronica Boix Mansilla and Anthony W. Jackson identify the key skills, values, and attitudes that K–12 students must cultivate to thrive in the 21st century. The book features a practical framework for global competence education. The framework's four dimensions focus on developing students’ capacity to * Examine local, global, and intercultural issues. * Understand and appreciate the perspectives and worldviews of others. * Engage in open, appropriate, and effective interactions across cultures. * Take action toward collective well-being and sustainable development. This edition includes many new authentic examples of integrating global competence into curriculum, instruction, and assessment across subject areas. Through these examples, we see the practical ways educators can prepare young people to see the complexities of the world and to develop the skills needed to explore and solve problems on a global scale. Educating for Global Competence shows teachers, administrators, and policymakers how they can leverage their influence to make teaching for global competence a compelling endeavor that yields world-changing results.

The Global competency framework for regulators of medicines provides a framework for best practices and general considerations aimed at harmonizing workforce development efforts for the regulation of medicines by establishing an internationally accepted set of organizational and role-specific competencies.

The new comparative research in this volume explores the global flow of competence-based education, curricular policy, and frameworks for instructional practice. Taking critical perspectives, the chapters trace the pathways through which educators and policy actors adopted and reshaped competence-based education as promoted by the OECD, the World Bank, and the European Union. The authors ask: What purposes do competence-based educational reforms serve? How are competence-based models internationally deployed and locally modified? What happens as competence-based reforms get re-contextualized and contested in particular cultural, social, and political contexts? In their nuanced examination of these global flows, the authors theorize how competence-based reform strategies variously produce hybridity, silent borrowing, “loud borrowing,” and new social imaginaries. Although entangled with other “hot topics” in educational research —skills and dispositions for citizenship and employment; higher-order and critical thinking; and socio-emotional learning—competence itself has multiple, fluid meanings. The authors dissect this polysemy while documenting the pivotal role of key actors in the development, design, and deployment of reforms in diverse international contexts. Contextualizing Global Flows of Competency-Based Education will be a key resource for academics, researchers, and advanced students of comparative education, educational research, curriculum studies, sociology, and education leadership and policy.This book was originally published as a special issue of Comparative Education.