and Global Competence
How We Do It?
The Traditional Chinese Values and Global Competence Framework is designed to provide a character education that instills strong core values and competence, while also instilling a respect and understanding of local and global cultures and environments. This framework, combined with the Dual Language emphasis on socio-cultural competence, helps cultivate students who seek to understand similarities AND differences, and ultimately act as advocates on behalf of marginalized people and places.
DSHK values and recognizes the importance of Chinese culture in our students’ current and future lives. Our motto, I am not led, I lead guides our children as learners and developing leaders. Therefore, it is vital that our DSHK students lead from a place of principles and values. Our Chinese culture framework places a strong emphasis on cultivating a deep understanding of ancient Chinese values so that students lead with benevolence, wisdom, virtue, propriety, and trustworthiness. At each stage of development, students have the opportunity to grapple with meaningful contexts that help deepen their understanding of each value.
Our framework covers four main areas:
Reading classic literature, integration and application of Chinese culture across disciplines, traditional arts, and cultural activities.
Through extensive study, practice, and interaction with Chinese culture, both ancient and modern, DSHK students develop a global view of the world, while staying anchored in traditional values.
DSHK aims to foster students’ global competence, which is the ability to understand and engage with complex global issues, appreciate cultural diversity, and actively participate in creating a more inclusive and sustainable world.
Four Dimensions of Global Competence (OECD PISA Global Competence Framework)
The capacity to examine issues and situations of local, global and cultural significance; (e.g. poverty, economic interdependence, migration, inequality, environmental risks, conflicts, cultural differences and stereotypes);
The capacity to understand and appreciate different perspectives and worldviews;
The ability to establish positive interactions with people of different national, ethnic, religious, social or cultural backgrounds or gender;
The capacity and disposition to take constructive action toward sustainable development and collective well-being.
I am not led,
Our children are the curriculum and the world is our textbook.
Use “Benevolence, Virtuous, Propriety, Wisdom and …
Educate for tomorrow: Bilingual, Biliterate, high academic …