From Global Competence to National Success - EWF2018

From Global Competence

to National Success

Andreas SchleicherOECD Director for Education and Skills

2

Digitalisation and education

Democratizing

Concentrating

Particularizing

Homogenizing

Empowering

Disempowering

Environmental

degradation

Climate change

Migration

Middle class

Polarisation

of societies

Renewable energy

Loss of

biodiversityWater and food

shortagesNatural

disasters

Financial

crisesNationalism

Democratisation

Multinational

companies

Harmonization

of values

Interdependent

markets

Trade

opennessEmerging

economies

Poverty

Ageing

Radicalisation

Tourism

Inequality

International

governance

Global

integration

Technologies and youths

30

40

50

60

70

80

90

Ch

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Taip

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Sw

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Fra

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Port

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Gre

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%Boys Girls

15-year-olds feeling bad if not connected to the Internet (PISA) Figure III.13.6

Increase in time spent on line outside school on a typical school day

0

20

40

60

80

100

120

140

160

180

200

Ch

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Uru

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Minutes per day 2015 2012

Figure III.13.3

Percentage of High Internet Users (spending 2 to 6 hours on line per day), during weekdays

• Virality seems privileged over quality in the distribution of news

• Truth and fact are losing currency in decision making and democratic choices

• Assertions which “feel right” but have no basis in fact seem to be accepted as valid on the grounds that they challenge elites and vested interests

The post-truth world where reality becomes fungible

• A study by Stanford University – Over 80% of middle-schoolers couldn’t distinguish

between an ad labelled “sponsored content” and a real news story on a website.

– Less that 20% of high-schoolers questioned the use of a photo of deformed daisies in an article about toxic conditions near a nuclear plant in Japan, despite the absence of a source/location; in fact, nearly 40% argued the photo enhanced the article’s reliability.

• Algorithms that sort us into groups of like-minded individuals create echo chambers that amplify our views, leave us uninformed of opposing arguments, and polarise our societies

• Those algorithms are not a design flaw, they are the heart of why social media work

Scarcity of attention and abundance of information

Consumer protection

vs.

Developing transferable skills

for meaningful engagement

Online risks: harmful content, contact and conduct

Global competence (PISA)

Effectively combining knowledge

and critical reasoning in order to

establish an informed opinion on a

global or intercultural issue.

Globally competent students can draw on

and combine the disciplinary knowledge and

modes of thinking acquired in schools to ask

questions, analyse data and arguments,

explain phenomena, and develop a position

concerning a local, global or cultural issue

e.g. history course about industrialisation in the developing world


Willingness and capability to

understand global issues, and

others’ perspectives and behaviours

from multiple points of view.

Recognising that perspectives and

behaviours – including one’s own –

are inherently shaped by various

influences and concepts of reality

Globally competent students can

retain their cultural identity but are

simultaneously aware of the cultural

values and beliefs of people around

them, they examine the origins and

implications of others’ and their own

assumptions

e.g. student noticing culturally-related behaviour


Understanding the cultural norms

of different contexts and adapting

behaviour and communication

accordingly

The capacity to interact with others in

ways that are open (i.e. with sensitivity

and engagement), appropriate (i.e.

respectful) and effective.

Globally competent students create

opportunities to take informed, reflective

action and have their voices heard


Readiness to respond to a given

local, global or intercultural issue.

Being ready and willing to take

informed, reflective action and an

engagement to improve living

conditions in one’s own

communities and beyond.



Knowledge of global issues and intercultural issues

Content domains:

• Culture and intercultural relations (as students engage in learning about other cultures they recognise multiple, complex identities and avoid categorising people through single markers)

• Socio-economic development and interdependence

• Environmental sustainability• Global institutions, conflicts and

human rights


Global competence builds on specific cognitive and socio-emotional skills, including

• Reasoning with information• Communication in intercultural

contexts• Perspective-taking (the cognitive and social

skills to understand how other people think and feel)

• Conflict resolution• Adaptability


The mind-set that students adopt towards a person, a group, an institution, an issue, a behaviour or a symbol

Openness towards people from other cultural backgrounds

Respect for cultural differences

Global-mindedness


Values go beyond attitudes as they transcend specific objects or situations

People use them consciously and unconsciously as reference for judgements

• Human dignity

• Cultural diversity

• 90% of employers in 9 countries surveyed reported they value intercultural skills, and 47% screen for intercultural skills

• More than two thirds of employers report that their employees engage frequently with colleagues outside of their country, and over half say that their employees engage frequently with partners and clients outside of their country.

• By far the most highly valued skill is “demonstrating respect for others”, followed by “working effectively in diverse teams”. These skills outranked having “qualifications related to the job” and “expertise in the field”.

• More than one quarter of employers globally see the education provision in their country as inadequate in producing graduates that meet the intercultural skills needs of their organisation

• Source: British Council (2013) “Culture at work: The value of intercultural skills in the workplace”

Where global competence leads to national success

• Youngsters in 16 out of 20 countries believed the world is becoming a worse place to live

• But two-thirds of youngsters worldwide think that making a wider contribution to society is important, particularly in Latin America (86% in Brazil, 73% in Argentina).

• Few view lack the confidence (13%) or motivation (16%) as obstacles. Rather, young people feel they need ‘more knowledge about how to get involved’ (26%) and ‘greater skills’ (19%) to enable them to make the greatest contribution.

• Source: Varkey Foundation Generation Z Global Citizenship survey (2017)

Youngsters are willing to contribute to society,

but lack knowledge and skills to do so

• The first place where children encounter the diversity of society

• Provide students with opportunities to learn about global developments that affect the world and their own lives

• Teach students to develop a fact-based and critical worldview

• Equip students with an appreciation of other cultures and an awareness of their own cultural identities

• Engage students in experiences that facilitate international and intercultural relations

• Promote the value of diversity, which in turn encourages sensitivity, respect and appreciation

A role for schools

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Read or download

http://asi.as/global-

competence

http://www.oecd.org/pisa/pisa-

2018-global-competence.htm

Join the conversation

#GlobalCompetence

@AsiaSocietyEDU

@OECDEduSkills

http://asi.as/global-competence

http://www.oecd.org/pisa/pisa-2018-global-competence.htm

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Professional development is the key to successful implementation

Find out more about our work at www.oecd.org/pisa

– All publications

– The complete micro-level database

Email: [email protected]

Twitter: SchleicherOECD

Wechat: AndreasSchleicher

Thank you