“The integration of global competencies in education is aspirational, future-oriented and rooted in new understandings of education and society.”

Aspiring to Change: Philosophy, Intentions & Outcomes  

This domain focuses on what change is needed and why. It defines the vision for what is fundamentally different about the education system once the change has been made. All change approaches benefit from a coherent philosophy, but aspirational ones, such as that underpinning the development of global competencies, demand a set of values and rationales that will pull people toward a preferred future. Change can be difficult, and stakeholders such as students, educators, parents, and employers need compelling reasons to make the effort. These reasons can be varied and are often reflective of stakeholders’ culture, realities, and priorities. For example, Fullan argued that “closing the gap [between high and low achievers] has profound multiple benefits for both individuals and for society as a whole” (2010, p. 15). Of three components of Quebec Education’s “mission of schools,” one is “to socialize, to prepare students to live together in harmony” (2017, p. 25), a statement that makes it clear that schooling goes beyond traditional academic subject matter. Alberta Education’s (2016) principles encourage “diverse ways of experiencing and understanding the world” and “diverse ways of developing and demonstrating learning” (p. 13), both indicating a broadening of educational goals and approaches. Northwest Territories Education, Culture, and Employment’s (2018) vision for education includes specific statements about culture-based learning and connecting learning to the community where it takes place—ideas that resonate with its citizens.

Although having a philosophy and vision may seem like the first step, in reality these more often emerge from other domains of change referenced in this framework. Rationales can emerge from citizen input, educational research, changing environments, ongoing evaluation, and advancements in pedagogy. For example, Northwest Territories’ vision referenced in the “Education System Transformations Reviewed” section emerged via input from and the philosophy of Indigenous Elders, findings from educational research, and a political context in which Indigenous government partnerships are being pursued (NWT Education, Culture and Employment, 2018). This interplay of domains in shaping vision, direction, and outcomes is evident in all change efforts. Fullan’s notion of a “small number of ambitious goals” (2010, p. 21) emerged from evidence, context, and community input, as did British Columbia’s emphasis on student-centred learning, Finland’s aspirations for highly educated teachers, New Zealand’s trust in local decision making, and Scotland’s focus on effective contributors.

Aspiring to Change Worksheet

For more information, and to consult the references indicated above, please click here to download the pan-Canadian systems-level framework on Global Competencies.