Global Competency

This holistic approach ensures that global competence isn't just about knowledge but also about ethical action and cultural understanding. The chart below, taken from the Boix Mansilla & Schleicher, (2022), that used the PISA 2018 Assessment and Analytical Framework visually reflects the equal importance of each dimension in fostering global competence.

Why the Bangladeshi Education System Should Incorporate Global Competency into School Curriculum?

As our world becomes increasingly interconnected, Bangladesh must equip students with the skills necessary to thrive globally. Salmon et al. 2018, (page 304) describes, “Cultivating students’ mindsets for global citizenship is conducive in guiding them in becoming change makers who are inquisitive, and proactive.” By integrating global competency into the school curriculum, students will be better prepared to succeed in a competitive workforce, address global challenges, and develop empathy for diverse cultures. This transformation will empower future leaders and enable Bangladesh to make meaningful contributions on the world stage.

Ways to incorporate global competency into the curriculum of Bangladeshi schools:

• Integrating Local and Global Issues: Introduce curriculum content that connects local challenges in Bangladesh, such as climate change, poverty, and migration, with global issues. This helps students understand the broader impact of these problems and encourages them to think about their role as global citizens. It will empower them to think critically about how they can contribute solutions not just within Bangladesh but in a global context. For example, lessons about the impact of rising sea levels in Bangladesh can be connected to broader discussions on global environmental policies. By encouraging students to see how their local issues are part of global problems, they will proactively seek solutions and collaborate internationally. Other examples could be exploring the causes and effects of pollution, lack of access to education and healthcare, etc. They can compare these issues with other countries and discuss global efforts like the United Nations’ Sustainable Development Goals (SDGs). The government and NGOs in Bangladesh could help fund and drive these initiatives, particularly in rural areas. It is worth mentioning that the work parameters of one of the major NGOs, BRAC, are closely aligned with many of the targets under the SDGs.

• Emphasizing multilingualism and cross-cultural communication: Highlighting multilingualism and cross-cultural communication in the Bangladeshi school curriculum can significantly boost students’ global awareness and skills. Schools can establish multimedia and language clubs where students can practice new languages through conversation, games, and cultural activities. Another way could be to include studies of different cultures in subjects like history, geography, and literature to promote understanding and appreciation of global diversity. Salmon et al., (2024) eloquently put that “Children’s books are a powerful resource that helps them become aware of issues of global significance.” Incorporating cross-cultural communication through children’s literature can be a very effective way to broaden students’ perspectives and foster empathy. Stories provide a powerful way for young children to connect with complex global issues in an age-appropriate manner. Multicultural stories and bilingual books can help students see the world from different viewpoints. Educators can implement The Open Canopy(formerly known as Out of Eden Learn) in their curriculum which, is a free online program for students aged 3-9. Through this program, students of similar ages from diverse geographical and socioeconomic backgrounds engage in activities within their local areas. Afterward, they share their work on The Open Canopy’s social media-like platform, where they can discuss and compare their experiences with other students who have completed the same activities in different contexts. Also, the collaboration between Bangladesh and the “Global Partnership for Education” (the most significant global fund focused on transforming education in lower-income countries) could significantly support incorporating global competency into the school curriculum. Rural areas can get support from mobile libraries where access to the internet or books is inadequate. With support from NGOs, Bangladesh could implement the “Book Bus Initiatives,” a program that provides rural children in African countries access to stories, knowledge, and digital resources. This can ensure children can learn about global issues even without traditional classroom settings.

Global Partnership for Education

• Promoting critical thinking and problem-solving: Critical thinking and problem-solving skills are essential because they foster independence in learning and enable students to engage with content deeply. To enhance these skills, teachers should shift away from the common practice of rote learning and instead focus on tasks that require students to analyze information. Open-ended questions, discussions and debate can develop a deeper understanding of the topic. Problem-based learning, which presents real-world challenges, nurtures creativity, collaboration, and analytical skills. Visible Thinking, a research-based initiative by  Harvard’s Project Zerocan be an excellent and simple way to use a systematic but flexible approach to teach critical thinking to Bangladeshi young learners at any grade level. For example, the “See, Think, Wonder” routine can be employed in their daily lessons to help students analyze and interpret. Educators can determine appropriate lessons and next steps by encouraging students to get involved in discussions about their observations, interpretations, and questions. Also, schools can offer workshops for parents on supporting students in achieving critical thinking and problem-solving skills at home. Projects that involve family participation can also be added for promoting a collaborative learning environment beyond the classroom.

• Fostering Empathy and Global mindsets: One of the significant aspects of global competency is nurturing empathy and respect for cultural diversity. Bangladesh is rich in religious and cultural diversity. Therefore, it is particularly important to adopt empathy and open mildness at the school level. To achieve these, educators can include bilingual books and stories from various cultures to expose students to different perspectives and experiences. As mentioned in Salmon et al.,( 2024) [page 22] “Children’s books use compelling story characters, settings, and plot lines to attract children’s interests while creating awareness about important global issues.” Establishing virtual collaboration programs with schools in different countries can allow students to learn about each other’s cultures. Organizing cultural fairs and celebrations of international days can also be effective ways to raise empathy and global mindsets. Students can write journals and have a regular discussion circle where they can share their thoughts and experiences related to cultural understanding and empathy. Exposure to media and technology, such as documentaries and podcasts, can greatly support representing other cultures to students.

• Project-Based Learning: The Bangladeshi curriculum should include projects that tackle real-world issues, such as climate change, pollution, or global health, which would encourage students to think critically and work collaboratively. Also, educators can integrate lessons on the Sustainable Development Goals (SDGs), For example, SD G #4: Quality Education, which aims to provide inclusive and equitable quality education and foster lifelong learning opportunities for everyone. This ensures that students understand global issues not just as abstract concepts but as goals toward which they can actively contribute. Additionally, students can design and build models of renewable energy sources, like solar panels and air turbines, and investigate water purification methods to explore their impact locally and globally. Starting to work on a simple project, like a ‘community garden’ can be a great way to start.