Global Competence: An Emerging Trend in U.S. Education

Global Competence: An Emerging Trend in U.S. Education

Lola Omopariola

The U.S. public school system is rapidly approaching a new demographic era. In 2014, minority student enrollment in public schools rose to approximately 50.3%, which is a dramatic increase from 38% in the previous decade.1 This demographic shift translates to today’s classrooms consisting of multiple ethnic groups, religions, and spoken languages. 

Today, more than ever, it is essential for students to have the ability to collaborate with others from various cultures and understand the world from different perspectives. Students must be knowledgeable about current world affairs and socioeconomic issues that are impacting the globe beyond the borders of the United States. The concept of global competence is an emerging trend in 21st century education, ranging from elementary to graduate school.2 Global competence is an effort to equip students with the knowledge and tools necessary to develop a deeper understanding of the world’s economic, social, and political issues. This knowledge and skillset prepares students for life and employment in culturally diverse societies. 

Global competence is defined by the National Education Association (NEA) as the acquisition of in-depth knowledge regarding international issues, the ability to appreciate and learn from others from diverse cultural backgrounds, proficiency in a foreign language, and the ability to compete on a global level.2 In their policy brief on global competence education, The NEA notes several valid reasons why the concept is imperative in today’s society. Not only is American society becoming more culturally diverse, but the economy of the U.S. is also becoming more globally connected. An estimated one in five US jobs is connected to international trade, and that number will only continue to rise in the future.3 Furthermore, global challenges continue to emerge, including global health, natural disasters, global warming, and poverty. The ability to respond to these challenges requires an understanding of other cultures and languages to communicate effectively. 

The Organization for Economic Co-Operation and Development (OECD) proposed a framework for global competence which is divided into four dimensions – knowledge and understanding, skills, attitudes, and values.4 The first dimension requires the knowledge and understanding of intercultural and global issues. The next dimension includes several essential skills, such as the ability to communicate in more than one language, being able to effectively communicate with people from diverse cultures and other countries, and the ability to comprehend other people’s thoughts and beliefs in order to see the world from a different perspective. The third OECD dimension includes the attitudes of openness towards people from other cultures, respect for others, and a responsibility for one’s own actions. Finally, the last dimension requires valuing human dignity and cultural diversity.  

Although set standards for global competence are not yet officially adopted in most schools’ curricula, today’s educators are already incorporating the concept in their instructional methods. For example, this may be achieved by lesson plans about various cultural festivals, climate change, and expanding the teaching of foreign languages. AFS-USA (formerly the American Field Service) is a non-profit leader in intercultural learning. The organization has developed a “Teacher’s Toolbox” consisting of lesson plans for educators to adopt which relate to global competence.5 The toolbox includes comprehensive lesson plans on various world topics such as human rights, cultural studies, global awareness, and intercultural learning. The AFS-USA website also includes several key global competency resources for additional information. These tools are great sources for educators looking to incorporate the concept of global competence in the classroom today.    

Global competence is an exciting new field in education that will only continue to grow in the coming years. When implemented systematically, it will have the ability to surmount cultural barriers and enhance student achievement both inside the classroom and out. 

References:

1. Badger E. The rapid demographic shift of American public schools. The Washington Post. 2014. Accessed Oct 21 2017. Available from: https://www.washingtonpost.com/news/wonk/wp/2014/08/18/the-rapid-demographic-shift-of-american-public-schools/?utm_term=.36680199931d

2. National Education Association Policy and Practice Department. 2010. Global competence is a 21st century Imperative. Accessed Oct 21 2017. Available from: http://www.nea.org/assets/docs/HE/PB28A_Global_Competence11.pdf 

3. U.S. Census Bureau. Exports from manufacturing establishments.

2005. U.S. Department of Commerce, Washington, DC. Accessed Oct 21 2017. Available from: www.census.gov/mcd/exports/arp05.pdf 

4. The Organization for Economic Co-Operation and Development. 2016. Global competency for an inclusive world. Accessed Oct 21 2017. Available from: https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf

5. AFS-USA. 2017. Teacher’s Toolbox. Accessed Oct 21 2017. Available from: http://www.afsusa.org/educators/teachers-toolbox/