The Teaching Profession Reference textbook: The Teaching Profession by Bilbao et al.

Instructor: Mr. Christpeter Omayana

Reporter: Lucille Bolivar

TOPIC: Global Education and the Global Teacher

“Benchmarking is learning the best from the best practices of the world’s best educational systems”

Introduction:
-Teachers are tasked to make learners of today live meaningful lives tomorrow.
-Teachers need to explore what the future holds.
-Teachers have to envision creative and innovative ways to prepare diverse learners in their own cultural context without
forgetting that they live in a global village.
-To compete globally means to prepare teachers who are capable of changing lifelong education needs.
-The world viewed as a “Flat World” or “One Planet Schoolhouse”, implies that global education is a result of the shrinking
world due to access in technology.

GLOBAL EDUCATION

 Definition of Global Education

I. Global Education as defined by UNESCO

Global Education as:

-a goal to become aware of educational conditions or lack of it, in developing countries worldwide and aim to
educate all people to a certain world standard.
-a curriculum that is international in scope which prepares today’s youth around the world to function in one
world environment under teachers who are intellectually, professionally and humanistically prepared.

 SIX GOALS TO ACHIEVE GLOBAL EDUCATION

1. Expand early childhood care education
2. Provide free and compulsory primary education for all
3. Promote learning and life skills for the young and adults
4. Increase adult literacy by 50%
5. Achieve gender parity by 2005, and gender equality by 2015
6. Improve quality of education

 These goals were set by the United Nations to achieve a standard of education in
place by 2015 worldwide.
 In 2000, the Philippines committed itself to the above EFA 2015 Goals at the
World Education Forum in Dakar.

II. Global Education as defined by James Becker (1982)

Global Education as:

-an effort to help individual learners to see the world as a single and global system and to see themselves as a
participant in that system.
-a school curriculum that has a worldwide standard of teaching and learning
-preparation of learners in an international marketplace with a world view of international understanding.
-a way to encourage students to see the world as a whole, and learn various cultures to make them better relate
and function effectively within various cultural groups.

 In his article, “Goals of Global Education”, Becker emphasized that global education incorporates into the
curriculum and educational experiences of each student, a knowledge and empathy of cultures of the nation and
the world.
  21st CENTURY LEARNING GOALS

1. 21st Century Content

a. Global awareness 3. ICT Literacy
b. Financial, economic, business -using technology in the context of learning
and entrepreneurial literacy so students know how to learn
c. Civic literacy
d. Health awareness 4. Life skills
a. Leadership
2. Learning and thinking skills b. Ethics
a. Critical thinking and problem c. Accountability
solving skills d. Personal responsibility
b. Communication e. Self-direction
c. Creativity and innovation
d. Collaboration 5. 21st century assessments
e. Contextual learning -authentic assessments that measure the
f. Information and media literacy areas of learning

Who is James M. Becker?

-He is an American educator born in 1919 at Bridgewater Township, Rice

County, Minnesota.
-He joined the faculty of the Indiana University School of Education in 1971,
serving as a member and later as the director (1981-1987) of the IU Social
Studies Development Center.
-During his time at IU, Becker initiated, developed and adv ocated global
education curriculum standards for elementary and secondary school systems in
addition to creating teacher training programs.

Key points:
-In general, global education emphasizes educating all people in the world, from the remote and rugged rural villages in
developing countries, the slum areas of urbanized countries, up to the highly influential and economically stable societies
of the world.
-It addresses the need of the smallest schools to the largest classroom.
-It responds to borderless education that defies distance and geographical location.
-It gives equal opportunity and access to knowledge and learning tools which are the basic rights of every child in the
global community.

GLOBAL TEACHER

 Definition of a Global Teacher

-a teacher who is armed with enough skills, appropriate attitude and universal values to teach students with both
time-tested as well as modern technologies in education in any place in the world.
-someone who thinks and acts both locally and globally with world-wide perspectives, right in the communities where
he or she is situated.
 QUALITIES OF A GLOBAL FILIPINO TEACHER
a. Understands how this world is interconnected
b. Recognizes that the world has rich variety of ways of life
c. Has a vision of the future and sees what the future would be for himself/herself and the students
d. Must be creative and innovative
e. Must understand, respect, and be tolerant of the diversity of cultures
f. Must believe and take action for education that will sustain the future
g. Must be able to facilitate digitally-mediated learning
h. Must have depth of knowledge
i. Must possess good communication skills
j. Must possess the competencies of a professional teacher as embodied in the National Competency-
based Standards for Teachers (NCBTS)

-The need for global teachers is on the rise in several countries worldwide.
-Even developed countries are in dire need of competent teachers who will man the countries’ rural and urban
classrooms.

 The regional data of the United Nations below, show the number of teaching posts needed by 2015.
Number of New Teaching Positions
Regions of the World
Needed by 2015 by the Thousands
Arab States 243,000
Central and Eastern Europe 80,000
Central Asia 22,000
East Asia and the Pacific 104,000
Latin America and the Caribbean 10,000
North America and Western Europe 155,000
South and West Asia 292,000
Sub-Saharan Africa 1,115,000

o Current numbers:
-In an article by Sean Coughlan (2016), UNESCO warns that almost 69 million teachers need to be
recruited around the world by 2030 if international pledges on education are to be kept.
-The United Nations agency's estimate is for the number of teachers required to meet the promise of
primary and secondary places for all children.
-The biggest gaps in staffing are in sub-Saharan Africa and southern Asia.
-At present, the report from the UNESCO Institute for Statistic says there are about 263 million children
without a primary or secondary school to attend.
-This includes about 25 million children who will never set foot inside a school of any kind.