Buenas prácticas en el desarrollo de la competencia global en los programas del bachillerato internacional

Abstract

The current world is characterized by being in constant change. Unlike the future that our parents and grandparents had to face, the one today's students have ahead is much more unpredictable and uncertain. This means a great challenge for education, which must equip adults for an unpredictable social and professional scenario. Without downplaying the importance of knowledge, competence acquisition is more relevant than ever, to help students develop those competencies that they will need in this 21st century. Among all these, global competence stands out, and it entails being able to understand and take action on issues of a local, global and intercultural dimension. This study presents a collection of good practices that can serve as an inspiration for schools willing to help their own students develop global competence. To accomplish that objective, a specific evaluation model is proposed, InnoGlobal®. It has been designed upon the base of the conceptual framework of global competence of Boix Mansilla and Jackson (2011), as well as the Creative Classroom Research (CCR) model (Bocconi, Kampylis and Punie, 2012). The new InnoGlobal® model has been applied in a case study methodology in a school belonging to the International Baccalaureate Organization, through personal interviews and focus groups. In this doctoral thesis, the good practices identified, both pedagogical and managerial, are described and discussed from the perspective of the new educational frameworks that have emerged in recent years and may be used for the definition of a manual for schools wishing to incorporate an innovative approach with a global awareness in their own educational project.