Global competences in HE - a need to have
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3. januar 2011
Study start 2013 › 63.525 students in total accepted at HE institutions › 29.249 students accepted at university BA-programmes › The largest number ever: › Mass education vers 2.0 Presentation title Author name
3. januar 2011
Education as a global challenge • European reports on higher education stress the need for innovative study programmes and new teaching methods, if European students are to succeed in the global competition. • Societal development and cohesion are preconditioned by quality in academic, general and social skills […]
• The largest cohort of new students ever deserves the opportunity of a flexible and innovative education, building on our traditional educational values, but for the students to influence themselves and which will make them lifelong learners in a globalised world […].
Hanne Smidt, senior advisor in European University Association
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3. januar 2011
The Council of Europe’s North-south centre definitions of global education (2002) • Global Education is education that opens people’s eyes and minds to the realities of the world, and awakens them to bring about a world of greater justice, equity and human rights for all
• Global Education is understood to encompass Development Education, Human Rights Education, Education for Sustainability, Education for Peace and Conflict Prevention and Intercultural Education; being the dimensions for Education for Citizenship
Maastricht Global Education Declaration 2002-2025 Presentation title Author name
3. januar 2011
UCL Education for global citizenship › internationalised curriculum across all disciplines › programmes which foster entrepreneurship, teamwork and leadership skills › innovative learning and teaching environments, including digital spaces and London as an extension of the UCL campus › new methodologies and tools for learning, including object-based learning and undergraduate research activity › innovation in course content through increased multidisciplinary and interdisciplinary collaboration
› prepare students for the global employment market through an emphasis on language skills and communication, by promoting study abroad to all students and by prioritising careers guidance › encourage students to recognise the potential for learning in a range of contexts, including through extracurricular activity, employment and volunteering, and to develop the skills they will need to continue as learners far beyond their time at UCL Presentation title Author name
3. januar 2011
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3. januar 2011
Veronica Boix-Mansilla: Educating for Global Competence › Globally competent individuals are aware, curious, and interested in learning about the world and how it works. They can use the big ideas, tools, methods, and languages that are central to any discipline (mathematics, literature, history, science, and the arts) to engage the pressing issues of our time. (preface)
The task of nurturing intercultural sophistication is not the responsibility of social studies teachers alone: it behooves art, mathematics, science, language, and second language teachers to renew their curricula as well. (4)
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3. januar 2011
› Global competence is therefore best developed within disciplinary courses or contexts. Students do not develop global competence after they gain fundamental disciplinary knowledge and skills, but rather while they are gaining such knowledge and skills. Teaching for global competence occurs in the selection of curriculum content and instructional planning that enables students to meet national and local learning standards while at the same time providing students the chance to frame, analyze, communicate, and respond to issues of global significance." (18)
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3. januar 2011
From global competences to internationalisation strategies Until now, a relatively small number of students has been involved in student exchange, even if the European number in absolute terms exceeds 2,5 million of students. When the European benchmark of 20% mobility would be reached, this still leaves out 80% of the students, even when in many curricula international learning is regarded as an important objective “for all” LERU Advice Paper 2013, §27 Presentation title Author name
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› More than 70 % of employers consider international scope and intercultural understanding as very important or important competences when recruiting dimittends from higher education › More than 50 % of employers predict, that international study experience, international scope and intercultural competences will be of even greater importance when recruiting in the future Govermental survey on private employers ‘ view on dimittends’ competences and studies abroad, 2012
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3. januar 2011
mobilitetstal
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3. januar 2011
Veronica Boix-Mansilla: Educating for Global Competence › "Students who investigate the world must be supported in their efforts to gather, weigh, and interpret material from a broad variety of sources— sources that often disagree. They must also be supported in producing coherent arguments despite such disagreements, offering evidence and considering counterarguments for two or more perspectives on an issue. Building strong evidence-based arguments about open-ended questions is a difficult skill to acquire, but a valuable—and even necessary—one in our changing world" Presentation title Author name
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