In the 2018 PISA study, Global Competencies of students were surveyed for the first time with the help of selfreports – and in some countries also via tests. This innovation is justified with the challenges of a world that is becoming more complex in the course of globalisation processes and for which school systems must be prepared. In this paper, we will reflect on the extent to which Global Competencies are a prerequisite for “a good life” (for students) and what significance the concept of Global Competencies has for (educational) justice. Theoretically, we draw on the Capability Approach as read by Martha Nussbaum (et al. 2010; 2012). Both approaches are contrasted and corresponding differences are pointed out. Through this contrast, it becomes evident that in order to guarantee capabilities for others, certain competencies are necessary.

Schlagworte
Capability Approach, global Competence, PISA, Globalisation, educational Equity