Identifying the language of global competence and global citizenship in the education policies of Punjab, Pakistan

Abstract

In 2015, Pakistan committed to United Nations Sustainable Development Goal 4’s provision of quality education for all. Target 4.7 of this Goal acknowledges that delivering quality education means ensuring that students develop a set of attributes characterised by the United Nations Educational, Scientific and Cultural Organization in terms of global citizenship, and by the Organisation for Economic Co-operation and Development using the nomenclature of global competence. There is ongoing debate regarding the agendas of the United Nations and the Organisation for Economic Co-operation and Development; however, from a pragmatic perspective, both are already influencing domestic education policies. This article explores the extent to which this is the case in Punjab, Pakistan. A deductive thematic analysis of relevant education policies was undertaken to identify language reflective of the Sustainable Development Goals and the Programme of International Student Assessment Global Competence Framework. The analysis, based on meta themes identified by Vaccari and Gardinier, revealed the inclusion of language from these international agendas, as well as the reflections of local culture. Although this research was specific to Punjab, the findings may provide insights into how countries are adopting and/or contextualising these international agendas.