Big Picture Thinking: how to educate the whole person for an interconnected world
SECTION 04 TURNING TO PRACTICE: HOW CAN WE NURTURE GLOBAL COMPETENCE WITH QUALITY FOR ALL?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Who are we? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What matters most to learn?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How do students learn to become globally competent?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How will we know we are making progress?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
49 50 54 62 67
SECTION 05 THE EDUCATOR WE NEED: HOW CAN WE PREPARE OURSELVES TO TEACH FOR GLOBAL COMPETENCE WITH QUALITY?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Becoming a global teacher: integrating forms of expertise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Nurturing global educators: What leaders and policy makers can do. . . . . . . . . . . . . . . . . . . . . . . . 77 SECTION 06 BIG PICTURE THINKING: EDUCATING THE WHOLE PERSON FOR AN INTERCONNECTED WORLD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 ANNEX A ANNEX B ANNEX C
The Many Stories project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Climate stewards go global! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Exploring planetary health through intercultural digital exchange. . . . . . . . . . . . . 97
REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
FIGURES Figure 1. Figure 2. Figure 3. Figure 4. Figure 5. Figure 6. Figure 7. Figure 8. Figure 9. Figure 10.
The dimensions of global competence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Students’ agency regarding global issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Performance in global competence and in other PISA subjects. . . . . . . . . . . . . . . . . . . Countries’ and economies’ relative performance in global competence . . . . . . . . . . . Students engaged in learning opportunities at school . . . . . . . . . . . . . . . . . . . . . . . . . . N umber of learning activities related to global competence and students’ attitudes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Educating for global competence: The learning we seek . . . . . . . . . . . . . . . . . . . . . . . . Education for Global Competence: Four questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Education for global competence: Educators’ expertise we need. . . . . . . . . . . . . . . . . Educating for global competence: An integrative framework . . . . . . . . . . . . . . . . . . . .
© OECD 2022
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