- 1,699 educators from 19 Latin American countries participated in the AFS Global Competence Index.
- 57.92% of the institutions are in the initial phase of implementing global competencies; only 3.47% are at the Leading level.
- 65% of the institutions already include global competencies in their curricula.
- 42% of teachers lack training opportunities in intercultural topics.
83% of the institutions do not participate in teacher exchange programs.
Results of the AFS Global Competence Index for Educational Institutions in Latin America 2023 – 2024
The Latin American Alliance for Intercultural Education (ALEI) presents the results of the Global Competence Readiness Index, an innovative tool that helps educational institutions assess their preparedness to promote global competencies. This tool enriches the analysis of how schools are equipped to teach intercultural and global citizenship skills across different educational contexts.
These results are based on responses from 1,699 teachers and administrative staff from 19 Latin American countries, representing educational institutions at various levels, from basic to higher education. The sample included public and private schools, as well as institutions with mixed educational models, ensuring a diverse range of approaches and policies.
What is the AFS Global Competence Index?
The AFS Global Competence Index is a self-reflection questionnaire designed to help educators evaluate how their institutions are fostering global competencies among students. Through this tool, each institution receives a readiness profile, classifying them into one of four levels: Beginning, Developing, Advancing, and Leading. This profile is accompanied by practical recommendations and resources developed by experts to strengthen the development of global competencies.
The results of the Index, applied in institutions across 15 Latin American countries, highlight key areas where schools can improve to provide a global and diverse education.
Key Results on Student Development
Diversity and the development of global competencies in classrooms are identified as fundamental elements. However, only 34% of the surveyed institutions consider diversity an essential part of their institutional policies, and 8% do not incorporate diversity topics into their classrooms. Additionally, 65% include global competencies in their curricula, but only 36% regularly offer opportunities for students to discuss current global issues.
Participation in Student Exchange Programs
Despite the importance of international experiences in education, 62% of institutions have never hosted an international student, and 70% have not provided opportunities for their students to study abroad.
What Does the Index Reveal About Teacher Training and Exchanges?
83% of institutions have not included opportunities for teacher participation in exchange programs, limiting cultural immersion possibilities for educational staff. Only 3% of institutions have regularly participated in teacher exchange programs, reducing educators’ exposure to direct intercultural experiences.
Furthermore, 42% of institutions lack training opportunities for teachers related to global competencies.