Counting What Counts: Reframing Education Outcomes by Yong Zhao & Friends

While there are many different definitions for global competence, there are things that show up repeatedly. They are knowledge and understanding of other cultures and international issues, an open mind regarding cultural differences, and the ability to communicate and problem solve across cultural boundaries. In the age of globalization, everyone participates due to the interconnected nature of the global economy and its interdependence. Very few problems are entirely local and the vast majority of companies employ foreign workers and/or do business with companies from other countries.
People with global competence are likely to have better-paying jobs and feel more self-actualized. They are also able to get involved in global problem solving that can lead to less warfare and more prosperity. The second half of this chapter compares five of the more than 140 instruments for assessing global competence. I believe that it would be in any school’s interests to obtain copies and come up some ways to use one or more directly with students.

Along with creativity, critical thinking, and communications, collaboration is considered a super skill. As we collaborate, we build our network of people with who we can collaborate. Social interactions are important to student success and positive school climates are also associated with student achievement. The author sees social network analysis as having considerable potential for use with adolescent learners.
Social capital is an investment with expected returns and teaching students about social capital can help students understand the implications of social standing. As students navigate their network to generate social capital, they require social intelligence. Ample literature exists to help teachers guide instruction. The chapter ends with an analysis of instruments available for measuring emotional and social intelligence that schools can use for individual or group assessment.