WAB Learns: Global Citizenship: Home

The Development of Global Citizenship Definition and Program at WAB

The Need for a Purposeful and Effective Global Citizenship Program

Collective approaches to world challenges have become a priority in every context throughout the world: governance, science, business, and education. It is no longer possible to ignore the outcomes of an increasingly interconnected planet. There is no choice now to be a ‘global citizen’, the question is how prepared you are to engage with the complexity of a global society and be a successful ‘global citizen’?

To illustrate the importance of developing successful global citizens, in 2018, OECD added Global Competence as their area of innovation to their Programme for International Student Assessment (PISA). The assessment provided important Global Competency data from schools around the world. The conclusion was that internationally, educational institutions are prioritizing Global Competency education. Traditionally, the IBMYP has embedded in its program many of the same indicators to foster international mindedness and understanding of global contexts. As indicated in the graphic, the programs are aligned: MYP-PISA-English (ibo.org).

Why is Global Competence important? (from OECD Global competence - PISA (oecd.org))

develop cultural awareness and respectful interactions in increasingly diverse societies;
care about global issues and engage in tackling social, political, economic and environmental challenges;
recognize and challenge cultural biases and stereotypes, and facilitate harmonious living in multicultural communities;
prepare for the world of work, which increasingly demands individuals who are effective communicators, are open to people from different cultural backgrounds, can build trust in diverse teams, and can demonstrate respect for others, especially as technology continues to make it easier to connect on a global scale;
capitalize on inherently interconnected digital spaces, question biased media representations, and express their voice responsibly online.

The OECD has partnered with the Asia Society to develop a Global Competence Framework

Global-competency-for-an-inclusive-world.pdf

book-globalcompetence.pdf (asiasociety.org)

Counsel of International Schools

Likewise, the CIS began a discussion over a decade ago on what the expected outcomes of international education should be and has developed a model of Global Citizenship and Intercultural Learning. Global Citizenship - CIS Council of International Schools (cois.org)

CIS understands Global Citizenship according to the following descriptors and assesses a school's success and commitment to developing Global Citizens in four areas: Teaching & learning; Assessment; Leadership and staff development; and Community engagement.

CIS Global Citizenship descriptors:

Ethics...research about, discussion of, and action related to issues of personal, local, and global importance,
Diversity...the understanding of and respect for the similarities and differences of a range of individuals and peoples,
Global Issues...the understanding of multiple perspectives of local and global events and issues,
Communication... the development of fluency in multiple languages, including mother tongues, used to communicate within and across cultures,
Service...the development of the understandings, skills, and dispositions to serve the local and global community through engagement in meaningful service learning,
Leadership...the acquisition and refinement of the skills of leading and following within different cultural contexts, and
Sustainable Lifestyle...a personal commitment to a lifestyle that supports local and global sustainability displayed through example and advocacy.

Other organizations leading the way in Global Competence research and education

Oxfam has developed a definition of Global Citizenship and a valuable collection of resources. According to Oxfam, “Global citizenship is a term used to describe the social, environmental, and economic actions taken by individuals and communities who recognize that every person is a citizen of the world”.

What is Global Citizenship? | Education resources | Oxfam GB

UNESCO has focused on uniting the world through globally oriented education for decades. UNESCO understands Global Citizenship to refer to a sense of belonging to the global community and a common sense of humanity, with its presumed members experiencing solidarity and collective identity among themselves and collective responsibility at the global level. Their Global Citizenship Education resources aim to empower learners to assume active roles both locally and globally in facing and resolving global challenges. Global citizenship and peace education | UNESCO

Result of Committee Work

🌍 WAB Global Citizenship Committee Definition Development Summary GC Alignment with WAB Mission.docx

Global Citizenship Definition:

At WAB we believe that we are all global citizens and our decisions today have an impact on future generations. A successful global citizen is aware of and seeks to understand pressing global issues, furthers social justice, respects and engages with diverse cultures and identities, lives in harmony with nature, and recognizes a responsibility to take action in local and global contexts.

Global Competence Indicators:

Understands Global Issues: empathetic engagement with people and planet.
Believes in social justice and acceptance of diversity.
Demonstrates literacy in intercultural, translingual, digital, and informational contexts
Lives harmoniously with nature and recognizes environmental justice for future generations.
Takes action through community engagement and compassionate leadership on Global Issues and social justice

Active Global Citizenship Program Planning

⭐️ Goals and action plan for an Active Global Citizenship Program

Develop Global Citizenship Competencies that inform the ways in which students take action on an issue and critically engage in Global Citizenship. (See above)
Launch training in Active Global Citizenship to support Student Service Club Leaders Leading for the Future Proposal.docx
Equitable community partnerships that move from deficit to asset thinking in our service-learning experiences Community Engagement - HS Global Citizenship - WAB Learns at Western Academy of Beijing
Develop opportunities to engage in action through curricular projects. Consider I&S - Action courses in MS, Grade 9 and 10
Identification of service learning and active global citizenship school-wide. WS Service Learning.xlsx
Collection of data on student engagement in active global citizenship in HS
Teacher training on Active Global Citizenship and impactful service learning. Identification of teachers interested in leading service learning in ES, MS and HS
Launch Student leaders that support student projects through collaborative committees. These align with Global Citizenship competencies: Sustainability, Inclusion, Multilingualism, Community Partnerships
Meaningful and sustainable fundraising policy HS Student Fundraising Policy.docx

Defining and Engaging with Global Issues

The United Nations Sustainable Development Goals (SDGs) have surfaced the most pressing Global Issues of our generation. The 17 goals challenge governments and individuals around the world to address problems that affect both people and the planet. Each goal has specific targets, 169 in total. Global Citizenship education supports the SDGs both by providing the vision of education the SDGs advocate for, and by encouraging young people to act in the interest of collective well-being and sustainable development. Home | Sustainable Development (un.org).