Reference : Neue Perspektiven zur PISA Global Competence Messung basierend auf Reflexionen zum lu...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/51458

Title :	Neue Perspektiven zur PISA Global Competence Messung basierend auf Reflexionen zum luxemburgischen Bildungsbericht
Language :	German
Translated title :	[en] New Perspectives on PISA Global Competence Measurement based on reflections to Luxembourgish education report
Author, co-author :	Andersen, Katja Natalie [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Publication date :	2022
Journal title :	Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik
Publisher :	Waxmann
Volume :	45
Issue/season :	1
Special issue title :	Competences und Global Learning
Pages :	33-38
Peer reviewed :	Yes
Audience :	International
ISSN :	1434-4688
City :	Münster
Country :	Germany
Keywords :	[en] Global competence measurement ; PISA ; sustainability education ; STEM subjects ; transformative learning
Abstract :	[en] In this article, the National Education Report Luxembourg 2021 with the focus on Education for Sustainable Development (ESD) is taken as the basis for developing new perspectives on the PISA Global Competence measurement. In a first step, the empirical findings presented in the education report and their theoretical foundation are critically examined and impulses are shown that are significant for continuing the discussion about global competence measurement. Based on this, in a second step, the key competencies of ESD that become visible in the education report are worked out and compared with the approach of the OECD presented in the Global Competence Framework. The focus of the discussion is on transformative competence and multiliteracy competence. Based on this reflection, recommendations for the framing of the Global Competence measurement are concluded.
Target :	Researchers ; Professionals ; Students
Permalink :	http://hdl.handle.net/10993/51458
DOI :	10.31244/zep.2022.01.06

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