Abstract
The development of standards, or indicators, for global/international education has lagged behind that of the national curriculum. To address this, we developed a set of core concepts and competence indicators of global/international education for Taiwan’s Grade 1–9 Curriculum Guidelines and revised these through three rounds of Delphi surveys. The final version is composed of five core concepts, three dimensions, and 60 competence indicators across seven learning areas accessed through four learning stages. To explore the extent to which the national curriculum overlaps with global/international education, we conducted content analysis to examine the global/international components of the guidelines. This revealed that 10.70 % of the competence indicators in the guidelines were related to global core concepts. Numerous indicators were related to multiculture, whereas only a few were related to human rights and social justice. The comparison of the indicators for learning areas showed that integrative activities indicators were the most closely related to global education, whereas social studies indicators were related to all global core concepts. The mathematics indicators were unintegrated with global core concepts, with most of the learning areas emphasizing only one or two such concepts.
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We thank the Ministry of Science and Technology for funding this research (NSC 100-2410-H-110 -030 -MY3).
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Chou, PI., Cheng, MC., Lin, YL. et al. Establishing the Core Concepts and Competence Indicators of Global/International Education for Taiwan’s Grade 1–9 Curriculum Guidelines. Asia-Pacific Edu Res 24, 669–678 (2015). https://doi.org/10.1007/s40299-014-0215-0
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DOI: https://doi.org/10.1007/s40299-014-0215-0