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Global Scholar Program

Program Overview

Wisconsin's Global Scholar Program is designed to improve global education across the curriculum in an effort to prepare all students to be workforce, world, and life-ready with global competence. Wisconsin school districts submit a District Application  to be authorized to facilitate the Global Scholar Program within their school community. Once approved, districts may add or remove courses from their implementation plan.  Applications and program modification requests should be sent to the Global Education Consultant at

Global Scholars develop global competence through the following program requirements:

  • ​Four credits of sustained learning in a world language or evidence of language proficiency at or above Intermediate High on the ACTFL scale.
  • Four credits of coursework designed to facilitate global learning. (Courses submitted by districts to DPI for review and approval through program application and revision process.)
  • Eight reflections on global learning and cultural literacy development through reading 4 or more books (fiction or non-fiction), and including up to 4 learning experiences through art, music, films, podcasts, and community-based cultural events.  
  • Active participation/leadership in four, or more, school-based extracurricular and special events with a global focus.
  • Twenty or more hours of service learning projects related to a global issue.

The Certificate of Global Competence

School districts authorized by DPI to implement the Global Scholars Program send full names of students who qualify to receive a Certificate of Global Competence from the State Superintendent of Public Instruction to Digital certificates require 2-3 weeks processing time.

Global Competence

Wisconsin's working definition for global competence is based on a framework developed by the Asia Society in collaboration with the Office of Economic Cooperation and Development. Their joint publication Teaching for Global Competence in a Rapidly Changing World  provides guidance and examples of how to engage students in global learning across formal and lived curricula. 

Global competence is defined as the capacity to examine local, global and intercultural issues, to understand and appreciate the perspectives and world views of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective well-being and sustainable development. (OECD/Asia Society, 2018)

Sample resources for building and assessing global competence across the curriculum are available below:


For questions about this information, contact Pamela Delfosse (608) 267-9265