In this article, the National Education Report Luxembourg 2021 with the focus on Education for Sustainable Development (ESD) is taken as the basis for developing new perspectives on the PISA Global Competence measurement. In a first step, the empirical findings presented in the education report and their theoretical foundation are critically examined and impulses are shown that are significant for continuing the discussion about Global Competence measurement. Based on this, in a second step, the key competencies of ESD that become visible in the education report are worked out and compared with the approach of the OECD presented in the Global Competence-Framework. The focus of the discussion is on transformative competence and multiliteracy competence. Based on this reflection, recommendations for the framing of the Global Competence measurement are concluded.

Schlagworte
Education for sustainable Development, Global Competence, transformative Competence, multiliteracy Competence