Record Detail

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.