This study is a piece of research conducted in a sample of secondary schools in West Bengal
and in Vietnam. The aim was to find out to what extent the teachers in the survey were aware of
the students’ new needs in this age of globalization. Discourses and debates about global
citizenship education have informed the approach taken in the thesis. In addition, recent fora and
publications on Global Skills have influenced the theoretical positioning outlined in the thesis.
The Capability Approach theory as promoted by Sen (2010) and Nussbaum (2011) is considered
as a valuable approach because it goes beyond the acquisition of cognitive skills by addressing
a number of ethical values that are part of a tentative definition of Global Citizenship. Therefore,
the focus of the research was on the teachers’ degree of awareness of the issues involved in 21st
century education particularly Global Skills and sensitization to ethical values. This goes in line
with the recommendations made by UNESCO (2014) and such institutions as: the World-Bank
and the Organisation for Economic Co-operation and Development (OECD).
The results confirm the anticipated view that the teachers’ working conditions are often serious
obstacles to focusing on the broader horizon. They are often cut off from the world of educational
research which would inspire them and give them the possibility of setting themselves more
precise goals for attainment in solidarity with other professionals.
The serious issues the world is facing nowadays call for new strategies and new skills which
surprisingly include some moral features and ethical values, even when one is essentially looking
for economic efficiency. This is a real challenge.
The surprising finding of the researcher is that the teachers involved were not aware of critical
thinking as being the vital skill for any hope of going forward. This may be linked to an atavistic
respect for transmitted knowledge and moral tradition where ‘law and order’ and peace at the
price of individual sacrifice are highly regarded principles in both West Bengal and Vietnam. The
rigidity of certain political or administrative structures seems to be another factor hampering
forward progress. The private school in both countries had the privilege of more freedom in
decision making, better working environment and inspiring leadership, which conditions evidently
favoured a more holistic education.
The interest of the research is that it proposes a new approach and new tools for analysis and
evaluation of the quality of secondary-school education. The assessment emphasis is shifted from
exam results to human development.
It is the researcher’s hope that this study will be of some use to people who share his concern
for a better future for young people especially in developing countries.