Innovative Domain: Global Competence Flashcards

A high school class is discussing the global impact of fast fashion. One student, whose family works in the textile industry, argues that it provides essential jobs in developing countries. Another student presents data on the industry's environmental pollution and poor labor conditions. A globally competent student would be best able to:

Answer: Synthesize both perspectives to acknowledge the complex economic and ethical trade-offs involved.

PISA's framework for global competence emphasizes the ability to understand and appreciate different perspectives and world views. This involves recognizing that complex global issues have multiple facets and that different stakeholders may have valid, though conflicting, viewpoints. Synthesizing these perspectives to understand the complexity demonstrates a higher level of cognitive skill than simply choosing one side.

The PISA framework defines global competence as a multidimensional capacity. Which of the following is NOT one of the four core dimensions of global competence?

Answer: To achieve fluency in at least two foreign languages.

While language skills can contribute to global competence, PISA's framework does not define multilingual fluency as a core dimension. The four dimensions are: 1) examine issues of local, global, and intercultural significance; 2) understand and appreciate the perspectives and worldviews of others; 3) engage in open, appropriate, and effective interactions across cultures; and 4) take action for collective well-being and sustainable development.

A student is working on a group project with an exchange student from a culture where it is considered impolite to directly disagree with others in a group setting. The exchange student remains quiet and nods during brainstorming, even when they seem hesitant. The most globally competent approach for the first student to take is to:

Answer: Privately and respectfully ask the exchange student for their thoughts, creating a comfortable space for them to share.

This scenario assesses the dimension of 'Engaging in open, appropriate, and effective interactions across cultures'. The correct approach demonstrates an awareness of potential cultural differences in communication styles and seeks a respectful and effective way to include the team member, rather than making assumptions or creating a confrontational situation.

Within the PISA framework for global competence, the dimension 'Take action for collective well-being and sustainable development' primarily involves a student's capacity to:

Answer: Reflect on their potential role and responsibility in addressing local and global challenges.

The 'Take action' dimension is about moving from awareness to engagement. It assesses a student's sense of agency and their ability to consider how their own actions can contribute to improvements, reflecting on their responsibility as a global citizen. The other options relate more to the dimensions of 'Examining issues' or 'Understanding perspectives'.

A student is presented with two online articles about a recent international trade agreement. One article, from a government agency, highlights the economic benefits. The other, from a non-governmental organization, focuses on the negative impact on small farmers. The PISA cognitive assessment of global competence would most likely ask the student to:

Answer: Evaluate the purpose and intended audience of each source to understand their different perspectives.

A key cognitive process in the PISA global competence assessment is the ability to evaluate information, sources, and perspectives. This involves recognizing that sources have different purposes and biases which influence how they present information. This skill is crucial for making sense of complex global issues by analyzing data and arguments from multiple viewpoints.

According to the PISA 2018 framework, the ultimate purpose of fostering global competence in students is to equip them to:

Answer: Thrive in an interconnected world and promote collective well-being.

The PISA definition states that global competence is the capacity to "...act for collective well-being and sustainable development." This highlights the framework's focus on preparing students to be constructive, responsible, and engaged citizens who can contribute to more inclusive and sustainable societies, not just for personal economic gain or academic knowledge.