Over the past several months I have had the opportunity to work with school officers to different places around the nation such as Rawalkot, Havelian, Rahim Yar Khan, and Muzaffarabad— to learn more about their education systems. And how technology can play its part in bringing innovation and assistance to teachers. These visits have underscored for me how factors like rapidly advancing technologies and global economic integration increasingly connect us all to communities throughout the world.
CCSSSO Teaching Global Competence and SDGs
The process of learning from and collaborating with global educational leaders has been vital to transforming the Pakistan’s education system. It is clear there is still much work to be done. Educators across nation are committed to implementing reforms that will prepare the next generation of learners for lifelong learning, meaningful work, and citizenship in the world.
It is my hope that this newsletter will serve to elevate the national dialogue on these critical issues and provide concrete examples and resources to foster global competence in our children. Our future depends on our ability to work together to meet these daunting challenges.
Teaching for global competence occurs in the selection of curriculum content and instructional planning that enables students to meet national or local learning standards while at the same time providing students the chance to frame, analyze, communicate and respond to issues of global significance.
Globally competent students are able to investigate the world in the following ways:
• Identify an issue, generate a question, and explain the significance of locally, regionally, and globally focused researchable questions
• Use a variety of languages and domestic and international sources to identify and weigh relevant evidence in addressing a globally significant researchable question
• Analyze, integrate, and synthesize evidence to construct coherent responses to globally significant researchable questions
• Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions
An invitation to ponder
I. Consider the content you are teaching this year . Are there specific issues of local and global significance that invite student investigation? Are there particular forms of inquiry they might learn by investigating the world?
II. From your perspective, what are some learning challenges that your students might face when framing researchable questions; gathering, weighing, and interpreting information; or synthesizing evidence to construct an argument? What can you do to best support them?
III. From your perspective, what is the value of inviting students to investigate the world beyond their immediate environment? What are the risks? Consid er sharing your views with a colleague.
Globally competent students are able to communicate ideas in the following ways:
• Recognize and express how diverse audiences may perceive different meanings from the same information and how that impacts communication.
• Listen to and communicate effectively with diverse people, using appropriate verbal and nonverbal behavior, languages, and strategies.
• Select and use appropriate technology and media to communicate with diverse audiences.
• Reflect on how effective communication impacts understanding and collaboration in an interdependent world.
References:
CCSSO Global Competence Framework