GLOBAL COMPETENCE FOR TEACHER STUDENTS: SIGNIFICANCE AND APPROACHES

GLOBAL COMPETENCE FOR TEACHER STUDENTS: SIGNIFICANCE AND APPROACHES

Nguyen Minh Quang nguyenminh@iss.nl nternational Institute of Social Studies (ISS), Netherlands Kortenaerkade 12, 2518 AX Den Haag
Summary: 
Starting with the view that globalization has offered promising “non-traditional” work environments, this paper points out some barriers to global competence that limit the opportunities for pedagogical students and seeks to highlight the need to develop teacher students’ global competence. It first reviews and analyses some internationally recognized global competency frameworks employed by the world-class educations through which major patterns and trends in approach to framing specific global competence for teacher students can be identified. This specific framework serves as an assessment tool measuring and guiding individual student’s global competence development. With a major focus on academic capacity, quality and globally competitive skills, the global competence for teacher students works to inspire and facilitate students to become “global citizens” who are able to succeed in today’s rapidly changing and multi-cultural societies. Viewed in this light, promoting global competence displays the potential to create breakthought in teacher education reforms and enable students to find more job opportunities after graduation.
Keywords: 
Global competence
education reforms in Vietnam
globalization in education
competitive skills
Global citizen
Refers: 

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