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Use their understanding of diversity and the 'common good' to work constructively, respectfully and effectively with local and global communities and workplaces.
Global Citizens appreciate other cultures, countries, and languages and are aware of the global implications of local decisions or the local implications of global decisions. Becoming a Global Citizen will prepare our students to live and thrive in a multicultural world and to compete successfully in the global market.
A graduated or tiered approach to the implementation of the information and research literacies GLO is recommended. The GLO elements need to be made explicit (learning outcomes / assessments / rubrics) in several core subjects throughout the course. They may also be implicit in many other subjects in the course.
The recommended development of global citizenship is:
Global Citizenship cannot be considered as “a once in a lifetime event” rather it is an ongoing process that the student as a member of human race is able to practice the act of being respectful, responsible for self and others in the planet and take responsibility to change. The most pedagogically sound approach is to contextualise the concept and develop critical thinking and apply practices across the breadth of the course. That is, identifying a range of global topics relevant and contextualised to the course. Explicit acknowledgement of the Global Citizenship GLO in the learning outcomes, assessment tasks and rubrics of at least 3 assessments in core subjects in a course. This should be supplemented by rich, multicultural examples in learning activities throughout.
Oxfam suggests emphasis should not only be on knowledge and understanding of the background to global problems but also on:
Some examples of teaching activities or initiatives are:
Assessment of this GLO needs to be explicit and contextualised.