Develop global competence through service learning

Global competence definition

Global competence is the capacity to examine local, global, and intercultural issues; to understand and appreciate the perspectives and world views of others; to engage in open, appropriate, and effective interactions with people from different cultures; and to act for collective well-being and sustainable development. 

(Teaching for Global Competence)

As I am refining our service-learning program at KIS, I got an opportunity to enhance my understanding of global competence. The definition above succinctly illustrated how we envision what a global citizen will act to impact our interconnected, diverse, complex and fast-changing world. Students learn how to recognize their own and others’ perspectives and identify factors that influence these perspectives. This is very much aligned with the IB mission, promoting international-mindedness. As we all come from different experiences and backgrounds, it is important to make a deliberate effort to develop an awareness of our assumptions and overcome our stereotypes when trying to solve problems in responding to specific community needs. 

I also value the promotion of engaging in open, appropriate, and effective interactions with people from different cultures. To make a change and impact, it is crucial to take a human-centered approach by dialoguing with people to discover “local wisdom” and norms and behaviors and build deep empathy before generating possible solutions. Chip Heath and Dan Heath provided an example of this in their book, Switch: How to Change Things When Change Is Hard. Jerry Sternin from the Save the Children organization engaged with the local community in Vietnam and successfully collaborated with mothers to adopt new cooking habits to feed children with malnutrition. He talked to different people in the village and observed the children’s eating patterns and how the mother prepared food for the children. He analyzed data and designed a program with families to conquer malnutrition. Jerry Sternin stated that “Knowledge does not change behavior.” If he simply gathered the village together and made a list of recommendations of what to do, he knew he wouldn’t change their behavior. As a general rule, people don’t like being told what to do and this is an important note to remember when we guide students to plan their service-learning project.  

Four dimensions of global competence

Four target dimensions of global competence are outlined based on its definition:

1. the capacity to examine issues and situations of local, global and cultural significance;
2. the capacity to understand and appreciate different perspectives and worldviews;
3. the ability to establish positive interactions with people of different national, ethnic, religious, social or cultural backgrounds or gender; and
4. the capacity and disposition to take constructive action toward sustainable development and collective well-being. (Preparing Our Youth)

Self-directed service learning project

With intentional planning and scaffolding, I see the opportunities for schools to help students develop global competence through service-learning projects grounded in disciplinary and interdisciplinary knowledge and skills. Hence, we are piloting the self-directed service-learning project with our grade 10 (MYP Year 5) students. In this project, students will:

• independently select an area of learning through the lens of the UN Sustainable Development Goals;
• consider self-identified learning outcomes, gender balance, and cultural and linguistic diversity collaborating with a partner or a group who identifies the same SDG goal;
• address a specific issue of local, cultural or global significance with a relevant, clear purpose;
• ground their service learning initiative within disciplinary and interdisciplinary learning;
• design their own interdisciplinary unit, identify assessment objectives, and design summative tasks;
• engage in an active learning experience that includes research, planning, action, and reflection;
• demonstrate their learning in a preferred format to a real-world audience. ​

​KIS MYP Service as Action Learning Experience Diagram

I have created the Service as Action Learning Experience Diagram to guide our students to plan their interdisciplinary learning leading to their service as  action project. Right in the center is what we aim to help students become and develop. “Inspiring Individuals” is our school vision, inspiring each other to be inspirational. ”Learner agility” is also the core element that I hope students can develop through the self-directed service-learning project. “Learning agility” is one of the 3 vital skills for the age of disruption according to World Economic Forum. This is the ability and willingness to learn and then apply that learning effectively to prevail even in unfamiliar situations.” It’s a mindset that people believe they can learn, unlearn, and relearn. ​Students will then engage intellectually, socially, and emotionally in all service-learning stages, from inquiring to demonstrating. I also tried to make the diagram look like five people to work in a team and collaborate to achieve a common goal.  

KIS A.C.T.I.O.N. standards and indicators

If you have read some of my posts, you know I love an acronym. It’s easy to remember and helps me remember the core elements more effectively. Therefore, the Self-directed Service Learning A.C.T.I.O.N. Project Standards and indicators are used to guide effective and quality service learning projects. If you are also developing service learning standards, it might be beneficial to check out the K-12 Service Learning Standards created by National Youth Leadership Council. It shares lots of great insights of what a quality service learning project should be like.  

References

• Asia Society, and OECD. “Teaching for Global Competence in a Rapidly Changing World.” Asia Society, 2018, asiasociety.org/sites/default/files/inline-files/teaching-for-global-competence-in-a-rapidly-changing-world-edu.pdf.
• Heath, Dan, and Chip Heath. Switch: How to Change Things When Change Is Hard, Random House US, 2013, pp. 27–32.
• National Youth Leadership Council. “K-12 Service-Learning Standards for Quality Practice.” National Youth Leadership Council, 2008.
• PISA, and OECD. “Preparing Our Youth for an Inclusive and Sustainable World.” OECD, 2018, www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf.
• Regina, Carla, and Candelaria Ferrara. “Service-Learning in Central and Eastern Europe Handbook for Engaged Teachers and Students.” CLAYSS, 2017.
• Mansilla, Veronica Boix, and Anthony Jackson. “Educating for Global Competence: Preparing Our Youth to Engage the World.” Asia Society, 2011.
• Written by Karthik Krishnan, Global CEO. “3 Vital Skills for the Age of Disruption.” World Economic Forum, 30 Sept. 2019, www.weforum.org/agenda/2019/09/3-vital-skills-for-the-age-of-disruption/.​

Acknowledgement

I would like to thank Laurence Myers for sharing the student self-directed project he has designed with me. It was inspiring and provided me with many good ideas.