Languages Education for Global Competence

It is not uncommon to see Australian schools make bold claims about nurturing global citizens in their vision statements, yet very few can talk to an intentional approach to developing global competence beyond mentioning they have a Languages program. Whilst engagement with language learning by nature exposes students to opportunities to develop parts of “Intercultural Capability” from the Victorian Curriculum, the fact that very few students continue with language learning beyond compulsory years begs the question why and how could language educators be the key (and often the sole) driver and advocate for global competence? 

In 2025, Haileybury refreshed its strategic plan for one of the four school pillars – International Outlook. The School attempted to answer the question – how do we engage and prepare all students to be globally competent, especially those who do not continue with a language beyond the compulsory years? In the development of global competence, what roles do Languages teachers play, and what roles do all teachers need to play?

After extensive research, the School settled on the Hunter & Hunter’s Global Competence Model™ as the guiding framework for its International Outlook strategy, and conducted a small pilot of the corresponding Global Competence Aptitude Assessment® with a select group of students and staff.

In this presentation, the president of Global Competence Associates - Christi Hunter, will present the definition of Global Competence, the key dimensions of the Global Competence Model® and the Global Competence Aptitude Assessment®. Stanley Wang, Deputy Principal of Haileybury, will showcase how Haileybury has used the model to inform its new International Outlook strategy, which sees both Languages and non-Languages teachers playing an important role in fostering global competence for all.