EDITOR’S NOTE: There is a
recognition of the impact of globalization on the skills agenda and increasing
engagement with areas such as international partnerships and the environment,
insufficient priority has been given to equipping learners to develop the
skills to make sense of what globalization means to them and how the
potentially negative threats of this agenda can be transformed into positive
and constructive experiences and engagement. A major topic for further
discussion is which areas come within the discourse on ‘global skills.’ To some
it could be seen as being about skills around the world or, more specifically,
skills within the framework of globalization. Some would see ‘global skills’ as
being about promoting and exporting national skills globally. There is also the
relationship between global skills and sustainable skills; and between global
skills and intercultural skills. For those from a development education
background, the term is most likely to be related to skills concerning global
issues and processes.
This blog
outlines the following as the key elements for global skills:
o An ability to communicate with people from a
range of social and cultural backgrounds
o An ability to work within teams of
people from a range of backgrounds and other countries
o Openness to a range of voices and
perspectives from around the world
o Willingness to resolve problems and
seek solutions
o Recognition and understanding of the
impact of global forces on people’s lives
o Willingness
to play an active role in society at local, natural and international level.
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Image
credit: Employability Skills White Paper – www.bliip.com
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Defining Global Skills And How They
Translate To The Workplace — Pamela Ruiz
Why study, work, or volunteer abroad? For a
student, the answers to this are many: to learn another language; to confirm
one’s identity; to see another part of the world. An ever increasing reason to
go abroad is to give the student a leg up over his or her peers upon graduation
and into a career. How can the global skills attained while abroad translate
into career skills? What are “global skills” anyway?
Some define global skills specifically as having
to do with international, cultural or linguistic knowledge. While that may be
true, global skills can mean so much more than that. When an individual spends
time abroad and immerses his or herself into another culture, that person is
not only learning the language and culture, but also about his or herself. One
learns to adapt and be flexible in new situations. One learns that the best
results come from listening and trying to understand before acting. One learns
that communication goes beyond the spoken word. Perhaps the most useful lesson
is that the new way to do something may not be better or worse, just different.
“Global skills” are not just for those going into
the international/intercultural fields anymore, on the contrary; global skills
are a requirement for all job seekers. More often that not, an individual will
work with someone with a different background, even if they are both from the
same country. No two people are alike, therefore in the workplace those that
have confidence, flexibility, adaptation skills and the ability to work with
all types of people are the ones who prove to be most successful. All of the
above could also be used to describe a leader.
Confidence is gained as a student is continuously
put in new and unfamiliar situations. Don’t know the language? “No problem, as
long as I give it my best shot. My peers study/work/function differently than I
do, and I am learning to study and work with them.” Immersing oneself in a new
culture allows a student to study or work with others within a team – others
that may have grown up with different socio-economic, religious, familial, or
educational values. The problem-solving and adaptation skills required to
succeed overseas are just the skills that hiring manager and savvy corporations
require of new graduates.
Acquisition of global skills are not limited to
those that have the wherewithal to travel abroad. As universities around the
globe grasp the importance of campus internationalization, students are given
many opportunities to enhance their skills without ever leaving their home
country. International exchange students or international interns introduce
host students to the world beyond just by their presence in their classrooms,
dorms, and study groups, and the different ways of doing things.
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Creativity School Post Logo – NAIJAGRAPHITTI ImageBank
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(RichVintage/istockphoto)
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How High-Performing Nations Teach Global
Skills — Heather Singmaster
Education
specialists have been looking to practices in other countries for quite some
time. Many of the questions remain unchanged: What explains the Finland
phenomenon? What is it about Singaporean math? And how did Shanghai close the
staggering achievement gap?
A
far deeper question is starting to emerge: how do high-achieving nations teach
global skills? Some of the best education systems in the world have implemented
reforms specifically so that their rising generation is ready for the global
economy.
Here
is a summary of what four nations have done:
China
In
China, there was a major overhaul of the education system in the mid-1990s.
World history and world geography became a standard part of the curriculum and
English became mandatory beginning in elementary school. As Chinese State
Councilor Liu Yandong stated, "The Chinese government always encourages
the public, especially the youth, to learn foreign languages, and through the
learning, they are enlightened on the diversified cultures around the
world."
China
is currently involved in another round of education reform, the 2020 education
reform plan, which will update the curriculum to meet real-world needs. For
instance, math will no longer emphasize a student's response time and the need
to memorize complex and seldom-used formulas. In science, inauthentic
demonstrations, calculations, and drills will be replaced with student
experiments in real-world applications, including an emphasis on new energy,
health, and conservation.
China
also has announced a new plan to send 50,000 principals to study successful
schools in other countries in order to gain new perspectives and learn best
practices.
Singapore
In
2010, the Singapore Ministry of Education announced a plan to strengthen their
curriculum around a framework of 21st century competencies. The framework
includes global literacy and cross-cultural skills. There are many similarities
to the new definition of global competence recently launched by Asia Society
and CCSSO, including effective communication, the ability to ask questions,
work in teams, and be informed about one's own country and the world. This is
an excerpt:
Competencies
for a Changing World:
o Confident
person who has a strong sense of right and wrong, is adaptable and resilient,
knows himself, is discerning in judgment, thinks independently and critically,
and communicates effectively.
o Self-directed
learner who questions, reflects, perseveres, and takes responsibility for his
own learning.
o Active
contributor who is able to work effectively in teams, is innovative, exercises
initiative, takes calculated risks, and strives for excellence.
o Concerned
citizen who is rooted to Singapore, has a strong sense of civic responsibility,
is informed about Singapore and the world, and takes an active part in
bettering the lives of others around him.
A
key element of The Ministry of Education's plan to implement these skills
includes strengthening the curriculum in classes such as physical education,
art, and music. The Ministry believes these courses are integral to a holistic
education and enable students to enhance their creative and expressive
capacities, and shape their personal, cultural, and social identity.
Additionally, there is a greater emphasis on participation in extracurricular
activities to help students learn the value of excellence and teamwork.
OECD
data shows that parent involvement is critical to a good education. Singapore
has taken this advice and ensures that parents play a critical role as
partners. Starting in 2012, all parents will be provided with a "Holistic
Development Profile," which will keep them updated on their child's
progress in developing these 21st century competencies.
Korea
In
Korea, in addition to core subjects like math and science, students are
required to take world geography, world history, physical education, arts, and
music. English has been required since 1945.
The
government is working to improve teachers' ability to teach for a global
knowledge economy. For instance, the government provides Korean and American
teachers opportunities for exchange and training utilizing the differences in
Korean (winter break) and U.S. (summer break) school vacation calendars.
The
Korean government also provides outstanding graduates from teachers' colleges
with field training in overseas schools. They offer financial support for
teachers to complete professional education courses and to obtain teaching
certification in that country.
One
example is an exchange with Bloomfield College in New Jersey. American math and
science teachers spend their summers in classrooms in Korea. Meanwhile, Korean
elementary school math and science teachers come to the United States and
co-teach in American classrooms for six months. Korean teachers also have the
option of gaining a teaching license in the United States so they can stay to
help to alleviate the shortage of math and science teachers. The Korean
teachers also benefit because there are currently too many Korean math and
science teachers looking for posts in Korea. It gives U.S. teachers an
opportunity to learn about teaching methods of math and science in Korea—a
country that consistently performs at the top of the PISA math and science
rankings.
India
India
is not an OECD high-performing country. There is a vast disparity in quality
and access to education, a gap the government is trying to close. Despite this
larger challenge, the government has realized that preparing students for the
global economy is important and must be a part of their reform efforts. In
September, the government announced a new pilot program (that is starting out
on a very small scale), which will include less emphasis on memorization and
put more on analytic and communications skills, as well as a global focus in
the curriculum.
Students
will study three languages instead of two (currently they must take English and
Hindi or a local language). Literature from around the world and world history
will be required. There will be less focus on textbooks, and an increased focus
on project-based learning, service learning, discussions, and experiments as
well as international business communication and technology skills.
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