EDUC7716 Week 2 Educating for Global Competence: Ch. 8 Summary & Reflection

Chapter eight looks at what schools and educational institutions can do to promote global
competence—and how they might create a culture of global competence for youth and

As an I/O Psychology major that advocates the use of strategic planning and project management processes, my favorite part of Educating for Global Competence: Preparing Our Youth to Engage the World, Chapter 8: Educating for Global Competence: What Schools Can Do is the Profile of an Asia Society International Studies Schools Network (ISSN) High School Graduate example that “describes the specific knowledge, skills, and dispositions to be acquired by a school’s students by graduation”. I might have placed that information before the 5 Key Domains as it is crucial that institution determine the ultimate end-product they hope to produce before they design the scaffold on which to grow it. Here are the top-level items of the profile:

  • ISSN graduates are Ready for College
  • ISSN graduates have the Knowledge Required in the Global Era
  • ISSN graduates are Skilled for Success in a Global Environment
  • ISSN graduates are Connected to the World

I appreciate the breakdown of the information in Chapter 8. It is concise, easy to read, and provides a comprehensive framework for institutions looking to “pursue change selectively or transform whole school structures to promote global competence”.  Here are the “design matrix”  five key domains:

  • Vision, mission, and school culture
  • Curriculum, instruction, and assessment (especially meaningful is the Asia Society’s Graduation Portfolio System)
  • Relationships organized for global learning
  • Professional learning communities
  • Family and community partnerships

The last part of the chapter asks us (ideally, “us” as stakeholders would include administrators, teachers, students, parents, members of the community, higher ed and business representatives) to discuss the following:

  • In what ways is your school already developing a culture of global competence? How can you build on these beginnings?
  • How can your school creatively use the Common Core State Standards or state standards to promote global competence in English language arts and mathematics? Where are the key leverage points?
  • How can your school create professional learning communities and other professional development opportunities to support teaching for global competence?

Again, all of this is to explain the importance of how “creating a genuine culture of global competence involves considering carefully at every turn how to connect the school to its global mission”.


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