Global Competency | Asia Society

What is Global Competence?

Help us better define global competence. Send in your students' work.
Be a part of a ground-breaking effort to assess student global competence. We are collecting samples of work that demonstrate student global knowledge
and skills at various developmental levels. Once the work is published, it will help teachers strengthen instruction and better evaluate student work and
provide examples for students to help them strive for greater achievement. With each submission, you will be entered into a regular drawing for $500
Staples gift certificates. Learn more and get involved (PDF download).

A globally competent student can

Investigate the World	Recognize Perspectives	Communicate Ideas	Take Action
Students investigate the world beyond their immediate environment.	Students recognize their own and others’ perspective.	Students communicate their ideas effectively with diverse audiences.	Students translate their ideas and findings into appropriate actions to improve conditions.
Students can: Generate and explain the significance of locally, regionally or globally focused researchable questions. Identify, collect and analyze the knowledge and evidence required to answer questions using a variety of international sources, media and languages. Weigh, integrate and synthesize evidence collected to construct coherent responses that is appropriate to the context of issues or problems. Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions.	Students can: Recognize and articulate one’s own perspective on situations, events, issues or phenomena and identify the influences on that perspective. Articulate and explain perspectives of other people, groups or schools of thought and identify the influences on those perspectives. Explain how the interaction of ideas across cultures influences the development of knowledge and situations, events, issues or phenomena. Articulate how the consequences of differential access to knowledge, technology and resources affect the quality of life and influences perspectives.	Students can: Recognize that diverse audiences may perceive different meanings from the same information. Use appropriate language, behavior and strategies to effectively communicate, both verbally and non-verbally, with diverse audiences. Explain how effective communication impacts understanding and collaboration in an interdependent world. Select and effectively use appropriate technology and media to communicate with diverse audiences.	Students can: Recognize one’s capacity to advocate for and contribute to improvement locally, regionally, or globally. Identify opportunities for personal and collaborative action to address situations, events, issues or phenomena in ways which can make a difference. Assess options for action based on evidence and the potential for impact, taking into account varied perspectives and potential consequences for others. Act creatively and innovatively to contribute to improvement locally, regionally or globally both personally and collaboratively.

Investigate
the World

Recognize Perspectives

Communicate
Ideas

Take
Action

Students investigate the world beyond their immediate environment.

Students recognize their own and others’ perspective.

Students communicate their ideas effectively with diverse audiences.

Students translate their ideas and findings into appropriate actions to improve conditions.

Students can:

Generate and explain the significance of locally, regionally or globally focused researchable questions.

Identify, collect and analyze the knowledge and evidence required to answer questions using a variety of international sources, media and languages.

Weigh, integrate and synthesize evidence collected to construct coherent responses that is appropriate to the context of issues or problems.

Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions.

Students can:

Recognize and articulate one’s own perspective on situations, events, issues or phenomena and identify the influences on that perspective.

Articulate and explain perspectives of other people, groups or schools of thought and identify the influences on those perspectives.

Explain how the interaction of ideas across cultures influences the development of knowledge and situations, events, issues or phenomena.

Articulate how the consequences of differential access to knowledge, technology and resources affect the quality of life and influences perspectives.

Students can:

Recognize that diverse audiences may perceive different meanings from the same information.

Use appropriate language, behavior and strategies to effectively communicate, both verbally and non-verbally, with diverse audiences.

Explain how effective communication impacts understanding and collaboration in an interdependent world.

Select and effectively use appropriate technology and media to communicate with diverse audiences.

Students can:

Recognize one’s capacity to advocate for and contribute to improvement locally, regionally, or globally.

Identify opportunities for personal and collaborative action to address situations, events, issues or phenomena in ways which can make a difference.

Assess options for action based on evidence and the potential for impact, taking into account varied perspectives and potential consequences for others.

Act creatively and innovatively to contribute to improvement locally, regionally or globally both personally and collaboratively.

The Global Competence Matrix was created as part of the Council of Chief State School Officers’ EdSteps Project, in partnership with the
Asia Society Partnership for Global Learning. Similar matrixes describing criteria for global competence within academic disciplines are in development.