For the first time this year the OECD PISA Global Competence Framework will be included in the Programme for International Student Assessment (PISA) Test. The PISA test is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
The OECD’s handbook Preparing our youth for an inclusive and sustainable world introduces and illustrates the concept of global competence (see image from handbook above)*. This new publication makes two claims about the benefits of educating for global competence, that it can ‘boost employability’ and ‘help form new generations who care about global issues and engage in tackling social, political, economic and environmental challenges’ (p5). For those of us who have been working in the field of global learning for twenty, thirty or even forty years, the issue of impact and evidence has always been a tricky one, although collectively there are a number of different sources if you look hard enough (e.g. see the Asia Society or UCL's Development Education Research Centre).
The importance of education for global competence and global learning has been at the heart of the projects I’ve been involved in over the years – the most recent two include the brilliant Global Learning Programme or GLP (with over 7200 schools registered in England alone), and the inspiring global movement #TeachSDGs (now with 15K+ global educator twitter followers) advocating the teaching of and deepening of engagement with the United Nation’s Sustainable Development Goals. These projects and others, illustrated in more detail here, are led by passionate educators with growing expertise in education for global competence.