Global Citizenship Competences

In order to get a more concrete idea of what Global Education brings for Scouts and Guides, the document Global Citizenship Competences for Scouts and Guides was developed in partnership with Scout and non-Scout organisations involved in Global Education.

1. Understanding global interdependence

Scout and Guide leaders recognise that people, places, economies and environments are interconnected and mutually dependent. They understand that these interdependencies impact on relationships locally, globally, have been shaped by history and will shape the future. They are aware that everyday choices and actions have intended and unintended impacts on the lives of others and the environment both locally and globally.

Attitudes = what are my values and motivations
Takes responsibility for their actions and willing to act to make the world a better place Supports others to take positive actions. Commitment to participation and inclusion Respect for people and human rights Strives to understand our interdependent world

Knowledge = what can I read about
Interdependence through trade, technology, economy, migration, political systems Relationship between consumer and producer within the supply chain (eg. Food, clothes, technology etc.) Lifestyle choices and how they impact on the environment and others Impact of decision at national and global level on people and the environment Unequal cause and e ect of climate change globally Links between issues - poverty, climate change, migration, con icts Historical in uence of colonial past shaping present trade and power relations Scout and Guide movement interdependencies

Skills = what can I do/ what am I able of
Critical thinking Make connections between causes and consequences Ability to manage complexity and uncertainty Informed and re ective action as global citizens

2. Standing up for social justice and equity

Scout and Guide leaders are aware of injustice and inequality present in both behaviour and systems. This includes access to and unequal distribution of power, wealth and natural resources both within countries and between countries. They should understand some of the causes of inequality and re ect on how past events have impacted on current local and global problems. They should be aware of the impacts of inequality on the dignity and quality of people’s lives and the health of the planet.

Attitudes = what are my values and motivations
Commitment to social justice and equity Respect for people and human rights Solidarity

Knowledge = what can I read about
Trade, unfair trade Poverty within country and between country Life chances Unequal balance of power Di erent perspectives on development (MDG, SDG, indigenous...) Di erent perspectives on social justice and equity Inequality in access to the resources Human Rights Gender Historical in uence of colonial past shaping present trade and power relations

Skills = what can I do/ what am I able of
Empathy Self-awareness and re ection Co-operation and con ict resolution Ability to manage complexity and uncertainty Informed and re ective action as a global citizen

3. Sustainable way of living

Scout and Guide leaders appreciate how we share and use the earth’s resources a ects the health of the planet and everyone with who we share it – now and in the future. They recognise the inequality of the ecological footprint between di erent regions of the world. They appreciate that our relationships with the earth needs to acknowledge the limits of nite resources and human rights of all. They actively support a sustainable lifestyle which preserves a healthy planet for future generations.

Attitudes = what are my values and motivations
Strive to use natural resources in a responsible way Mindful of future generations’ needs. Commitment to protect the environment and quality of life for people locally and globally Appreciation of interdependence between people and planet Willingness to take personal responsibility for changing lifestyle

Knowledge = what can I read about
Responsible consumption Aware of water and energy usage Ecological -footprint, carbon footprint, water footprint Food production Ecological limit of the planet Alternative economic systems (eg. de-growth) Waste management Climate change Population growth SDGs Agenda

Skills = what can I do/ what am I able of
Creative and future thinking Self-awareness and re ection Co-operation and con ict resolution Ability to manage complexity and uncertainty Informed and re ective action as a global citizen

4. Respecting diversity and identity

Scout and Guide leaders recognise that we all have the same basic needs but that there are many ways of meeting them. They are aware that di erences in gender, culture, class, nationality, religion, ethnicity, sexuality, language and status are signi cant in shaping identity. They are open to engaging positively with other identities and cultures and appreciate that this can strengthen our collective response to the challenges of our complex world. They actively take action against any form of discrimination.

Attitudes = what are my values and motivations
Value diversity Being open-minded and respectful of the many various ways of thinking, living and behaving Respect the rights of all to have a point of view Respect and promote human rights of all people Be committed to challenge prejudices and discriminatory views and practices

Knowledge = what can I read about
Similarities and di erences Shifting/changing / multi-layered identities; personal and group identities Identifying stereotypes, prejudices and discrimination based on eg. faith, ethnicity, culture, nationality, age, health gender and sexuality Impacts of stereotyping, prejudice and discrimination and how to challenge them In uence of language, beliefs and values in cultural identity Importance of diversity within culture and the environment Human rights Di erent ways of knowing

Skills = what can I do/ what am I able of
Challenge stereotypes and prejudices To develop participatory, inclusive and safe environment for all Self-awareness and re ection Co-operation and con ict resolution Informed and re ective action as a global citizen

5. Conflict resolution and cooperation

Understands the causes and consequences of con icts on di erent levels: international, civic, communal, interpersonal and interpersonal and looks for her/his role in them and her/his in uence. Is aware of the various ways of dealing with con icts and their impact on people and the environment and peace. Sees con ict as a natural phenomenon and an opportunity for learning and transformation of relationships. In personal, as well as social con icts is able to look for strategies that help to nd solutions that ful llthe needs of all those involved. Scout and Guide leader supports others in developing this competence.

Attitudes = what are my values and motivations
Approaching con ict as an opportunity to learn together Appreciation that con ict can lead to positive transformation of attitudes, human relations and societies. Respecting opposing sides within a con ict. Willingness to be inclusive when resolving con ict

Knowledge = what can I read about
Causes and e ects of con icts at all levels eg. community disorder, war, terrorism, domestic violence Arms trade Strategies for managing, resolving and preventing con ict eg. peer mediation, restorative justice, non-violent communication, negotiation, mediation Protest movements eg. su ragettes, anti-apartheid, political disobedience through non-violent struggleCreative and positive outcomes of conflict

Skills = what can I do/ what am I able of
Empathy Co-operation and con ict resolution Ability to manage complexity and uncertainty Communication Mediation

Critical and creative thinking

Scout and Guide leader are aware that the way individual people see the world is constructed by various in uences – political, social, cultural, economic and environmental. They explore di erent perspectives and their implications and pay attention to silent or opposing voices. They are aware that every perspective is incomplete and con dent in re-evaluating their opinions. They are open to new ideas and approaches and recognise the importance of actively contributing to and creating alternative and better futures. Cross-cutting competences

Attitudes = what are my values and motivations
To be willing to change your opinion and viewpoint. To develop self-re ective attitude. To be open-minded Strive to understand our interdependent world Is willing to explore marginalized perspectives

Knowledge = what can I read about
Various traditions of critical thinking Identifying implicit values and assumptions The ways our perceptions of the world are shaped Di erent ways of knowing and learning about the World Understanding how power a ects views, voice, decision making, governance and construction of knowledge Theories about thinking “outside the box”

Skills = what can I do/ what am I able of
Evaluation of sources of information for bias, stereotypes and a range of voices and perspectives Di erentiate between facts, opinions and observations Exploring multiple perspectives Analysing own and others assumptions about people and issues. Metacognitions – re ecting on our own thinking processes Ability to manage complexity and uncertainty Engage in the creative development of new solutions to local and global problems

Responding as active global citizens

Scout and Guide leaders are aware that they can bring about positive change and can work with others to make the world a more equitable and sustainable place. They make informed choices and are aware of how these choices might impact on others and the health of the planet. They participate in the community at a range of levels, from local to global. They actively support young people to make informedchoicesbasedoncriticalevaluation oftheoptionsopentothem and build the skills and con dence to act on these choices in their lives. Cross-cutting competences

Attitudes = what are my values and motivations
Commitment to participation and inclusion Belief that people can bring about positive change

Knowledge = what can I read about
Participatory and inclusive approaches to leadership Di erent types of participation and engagement in civil society through local, national and global organisations. Opportunities for individuals or groups to participate in the decision making processes at all levels from local to global within the Scout and Guide movements. Opportunities o ered through local, national and global organisations Development cooperation Rights and responsibilities Responsible consumption

Skills = what can I do/ what am I able of
Self-re ection and self-evaluation Con dence to deliver participatory approaches Plan, organize, manage and carry out activities in local and worldwide society

Global Citizenship Competences

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